Electronic portfolio architecture based on knowledge support in senior project design

Abstract

ePortfolios based on the practice in self-assessment, and self-reflection and self-regulation are viewed as important tools in facilitating and supporting learner-centered environment at higher education. This study explains how an electronic portfolio system was designed and used as a useful repository for learning products to help instructors monitor in-service kindergarten teachers’ progress, provide feedback and develop in-service kindergarten teachers’ self-assessment, and self-reflection and self-regulation through the presentation of a detailed and ongoing short-term training program used as a comprehensive measure to determine degree mastery in Department of Early Child Development at Wenzhou University in China. The finding show in-service kindergarten teachers can be trained to carry out authentic tasks associated with ePortfolio and reveals that instructors can improve in-service kindergarten teachers’ skills by enhancing their motivation and inspiring their positive training in the curriculum, such as building group cohesiveness and having positive learning experiences.