Applying E-Portfolio Evaluation Criteria to the Blackboard LMS E-Portfolio

Applying E-Portfolio Evaluation Criteria to the Blackboard LMS E-Portfolio

Gary F. McKenna (University of the West of Scotland, UK), Gavin J. Baxter (University of the West of Scotland, UK) and Thomas Hainey (University of the West of Scotland, UK)
DOI: 10.4018/978-1-4666-8847-6.ch008
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Abstract

An important part of educational effective practice is performing evaluations to optimise learning. Applying evaluation criteria to virtual and personal learning environments enables educators to assess whether the technologies used are producing the intended effect. As online educational technologies become more sophisticated so does the need to evaluate them. This chapter suggests that traditional educational evaluation frameworks for evaluating e-Learning are insufficient for application to LMS e-portfolios. To address this problem we have developed evaluation criteria designed to assess the usability of LMS e-portfolios used within higher education. One of the main problems with evaluating the usability of LMS e-portfolio is that there is a distinct lack of empirical evidence of evaluation criteria designed and developed for evaluating e-portfolios. This chapter describes the results of applying newly developed LMS e-portfolio evaluation criteria within one UK higher education institution.
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2. Design And Development Of Lmsec Evaluation Framework

The need to develop a LMSEC (see appendix Table 11) has been discussed previously in detail (McKenna and Stansfield, 2012; McKenna and Baxter, 2014). These studies found there are difficulties associated with applying e-Learning and learning technologies evaluation frameworks which are derived from a lack of suitability of these frameworks for assessing the quality of learning technologies such as LMS e-portfolios.

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