Implementing a Website Portal Using to Evaluate Professional Credentials

Implementing a Website Portal Using to Evaluate Professional Credentials

John DiMarco (St. John’s University in New York City, USA)
Copyright: © 2013 |Pages: 10
DOI: 10.4018/978-1-4666-2656-0.ch018


This chapter offers suggestions and discussion on implementing a website portal to create e-portfolios and Web portfolios. The need to evaluate professional credentials is evident in academia and business, especially for technology leaders assessing whether learning has occurred through professional development. The e-portfolio/Web portfolio has promise as a platform for assessment of students, employees, faculty, and job applicants. Navigating decisions on Web portal solutions and systems can be difficult due to the varying needs of administrative and academic stakeholders. This chapter includes a brief case study discussion of a portfolio portal project and an overview of the various tools available, which is focused on providing insight to technology leaders.
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Web Portfolios, Knowledge Workers, and Andragogy

Evaluating professional credentials requires evidence, which can be effectively presented in a Web portfolio. Professionals and educators are being required to provide such evidence for hiring, promotion, tenure, compliance, and in the case of students, a portfolio may be required for graduation. Creating a Web portfolio is a technical task that needs to be learned. It is not intuitive, especially when professional software or coding is required such as Adobe Dreamweaver or Flash. Getting people to create Web portfolios and Websites requires two aspects: tools and motivation. Technology leaders simply do not have the background, resources, or budget to teach Web portfolio and Website development. Free, robust, Web-based tools such as can help. Further, a basic knowledge of andragogy can assist technology leaders in successfully implementing or upgrading existing Website development platforms used by the masses within an organization, K-12 school, college, career center, or library.

Knowles (1980) put forth the idea that teaching adults, a term called andragogy, set out four key assumptions, which included: (1) move learners toward self directedness, (2) adults have high levels of experience that drives learning, (3) people want to learn in the context of real life tasks or problems, and (4) learners see education benefit competence. Two additional assumptions were added in 1998 by Knowles, Holton, and Swanson (St. Clair 2002), which posited that adults need to know the reason for learning and that self-esteem is the most potent motivator.

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