The “thin portfolio” concept (borrowing from the prior “personal information aggregation and distribution service” concept) represents the idea that you don’t need that portfolio information in one server; but that it is very helpful to have one place where one can access all “your” information, and set permissions for others to view it. This concept is only beginning to be implemented. ·
A critical review of the use of the concept of reflection in Higher Education. David Andrew, Miriam Green, Gary Pheiffer, Debbie Holley. BEST conference, April 2002. Reflection as a concept should be abandoned in management educational practice because of: Lack of consistent definition Lack of operational value - we can't tell students how to do it Some minor, but potential dangers if we could tell students how to do it Lack of necessity - we do not see how such an ill-defined concept is necessary for helping students to learn. ·
This site aims to provide a community resource for those interested in ePortfolios and Personal Development Planning (PDP). This site was first set up to document an FDTL4 project in which we built a configurable ePortfolio. ·
A meta-programming approach to general data modeling.
Meta-JB is a MetaClass/MetaObject layer providing generic access to model implementations, decoupling application logic from underlying implementation details, and allowing user interfaces (Swing, HTML, etc.) to be dynamically generated at runtime. By wrapping model implementations in MetaObject adapters, applications can interact with the model layer in a homogenous way.
Meta-JB extends the Java Beans-based meta-programming concept to provide more generic access to object attributes and descriptions for any model object with an appropriate adapter. The descriptions of a class's properties (the MetaClass) and access to an object's attributes are decoupled from actual implementations by adapters implementing a Map-like name/value interface (the MetaObject). Because the thin framework is built on generic interfaces, it is not tied directly to real Java bean implementations and can also be used for anything that can access values by name. (Some examples are SQL result sets, HTTP request data, or simple hash maps.) Once a "class" has been described, the information can even be applied to different underlying implementations.
The MetaClass/MetaObject layer is a foundation for dynamically generating user-level access to application object models. Toolkits are provided for generating Swing GUIs at runtime or dynamically rendering objects as XML using the class descriptions. On the drawing board is support for generating HTML forms and views as well. Future development may also extend to a collaborative data access layer. ·
Reflection is hard. Guidance is required in the design of reflective questions (by course teams), the writing of reflective accounts (by students) and the marking of assessments (by tutors). Reflective skills need to be built up gradually. It takes time to get used to the new ways of thinking required. It is necessary to situate reflection in the course and relate it to the students’ practice. Reasons for introducing reflection to students must be made clear up front. ·
Michael Prilla, and Thomas Herrmann. Proceedings of ECTEL meets ECSCW 2013, the Workshop on Collaborative
Technologies for Working and Learning co-located with 8th European
Conference on Technology-Enhanced Learning ECTEL 2013 and with
the European Conference on Computer-Supported Cooperative Work 2013
ECSCW 2013, page 40-43. CEUR-WS, (2013)
Viktoria Pammer, Michael Prilla, and Monica Divitini. Proceedings of the 2nd Workshop on Awareness and Reflection in Technology-Enhanced
Learning ARETL 2012 at EC-TEL 2012, page 117-124. CEUR Workshop Proceedings, (2012)
Birgit Krogstie, and Michael Prilla. Proceedings of the 2nd Workshop on Awareness and Reflection in Technology-Enhanced
Learning ARETL 2012 at EC-TEL 2012, page 57-71. CEUR Workshop Proceedings, (2012)
Martin Degeling, and Michael Prilla. Proceedings of the 2nd Workshop on Awareness and Reflection in Technology-Enhanced
Learning ARETL 2012 at EC-TEL 2012, page 133-146. CEUR Workshop Proceedings, (2012)