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Electronic Portfolio Architecture Based on Knowledge Support in Senior Project Design

Yu-Cheng (Roscoe) Shen
Teacher Education College, Wenzhou University, Wenzhou City, China
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 in China. This paper aims to provide this evidence how to properly judge students abilities, and how to convert project profiles into information useful for institutional level self-assessment, are our key concerns here. Moreover, while designing, students often spend lots of time/resource solving previously solved problems. According to issues thus said, this thesis explains how an electronic portfolio system was designed and used as an alternative assessment method to help teachers assess the students, monitor their progress, provide feedback and develop students’ self-reflecting and project management capability. The system also employed knowledge retrieval and relational index technology to provide knowledge and decision support, making it possible for students to tap easily on the knowledge established previously. The experimental results demonstrate that the system improves the overall quality of senior project design course in high education institutions.  
 
Index Terms—ePortfolios, Project Design, Knowledge Support

Cite: Yu-Cheng (Roscoe) Shen, "Electronic Portfolio Architecture Based on Knowledge Support in Senior Project Design," International Journal of Learning and Teaching, Vol. 4, No. 3, pp. 185-189, September 2018. doi: 10.18178/ijlt.4.3.185-189

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