1. Activity Theory and Web-based Student Portfolio
H.M. Al-Hamadi
Information Science Department, CFW, Kuwait University,
PO Box 5969 Safat, 13060, Kuwait.

2. Outline Introduction: why student portfolios Outcome-based Portfolios
Web-based portfolios.
Evaluation method.
Portfolio design issues.
Implementation.
Scenario
Conclusion.

3. Introduction: why student portfolio
Portfolios are compilation of student work used to illustrate student growth, development, and accomplishment.
Provides constructive information for assessing and measuring true student performance and accomplishment.
Assists students to engage in an active learning experience that encompasses self-learning and reflections.
They are used for program assessment and accreditation.

4. Disadvantages of Student portfolio
Tremendous amount of data.
Consumes student time
Huge evaluation effort and time.

5. Outcome-based Portfolios
Employers’ professional requirements focus on technical as well as communicative skills, adaptivity to the work environment, and ability to engage in continual learning and development.
ABET has based the accreditation 2000 criteria on program learning outcomes rather than on program content.

6. ABET program outcomes for accrediting computing programs
The program enables students to achieve, by the time of graduation:
An ability to apply knowledge of computing and mathematics appropriate to the discipline
An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution
An ability to design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs
An ability to function effectively on teams to accomplish a common goal
An understanding of professional, ethical, and social responsibilities
An ability to communicate effectively
An ability to analyze the impact of computing on individuals, organizations, and society, including ethical, legal, security, and global policy issues
Recognition of the need for and an ability to engage in continuing professional development
An ability to use current techniques, skills, and tools necessary for computing practice

7. Portfolios and outcome assessment
ABET requires that the learning outcomes must be assessed based on collected data.
The collected data is used to demonstrate the fulfillment of the student skills/abilities set and is applied towards further development and improvement of the program.
The student portfolio is one of the evidences that illustrate student skills and multi-dimensional assessment.

8. Outcome-based education in Kuwait University
The Information Science Department adopts outcome-based education in three hierarchical levels:
College outcomes
general college courses are required to achieve certain outcomes that are important to both the college and university missions
Program outcomes
The program outcomes are on par with ABET outcomes as provided by the ABET accreditation criteria for computing programs which are directly related to the program objectives.
Course outcomes
On the course level, each course is structured to achieve a set of outcomes particular to the course and is mapped to the program and the college outcomes.

9. Web-based Portfolios
The Internet and the World Wide Web are used to overcome location and time obstacles.
Using a web-based portfolio system, students and mentors can access portfolios at their own convenience.
Unified and organized procedures for students creating their portfolio and for instructors to evaluate them.
Assist students organize and categorize their artifacts according to program outcomes.

10. Web-based Portfolios (cont)
Useful tool for program self evaluation, improvement and accreditation purposes.
Outcome assessment on the course level are summarized, averaged, and associated with the relevant program outcome.

11. Collaboration Environment and Activity Theory
One of the prominent advantages of the World Wide Web is that it is inherently a social tool that can provide a versatile collaborative social environment
The socio-cultural theory by Vygotsky postulates that social and cultural activities are the basis for individual cognitive development
Vygotsky: “The distance between the actual developmental levels as determined by individual problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers”
As a result of this theory, individual learning is gained through collaboration and guidance of other social members who hold superior knowledge and capabilities.

12. Collaboration Environment and Activity Theory (cont.)
Vygotsky’s theory posits that knowledge transfer form social level to the individual level is mediated by what is called “tools of the mind”.
These tools of the mind, such as language
A web-based electronic portfolio is a proper “tool of mind” that mediates student’s learning and cognitive development in a university academic environment.

13. Activity Theory Triangle Model for Outcome-based Portfolios
(M) Web-based portfolio
(S) Students
(O) College and Program Outcomes

14. Activity Theory Triangle Model for Outcome-based Portfolios

15. Extended Activity Theory Triangle Model for Outcome-based Portfolios
(Mediation Tool)
Web-based Portfolio
(Object)
College and Program Outcomes
(Subject) Students
(Rules)
Specifications and Requirements of Outcome-based Portfolios
(Division of Labor)
Roles and Responsibilities of Academic Community Members
(Community)
Instructors, Supervisors, Mentors, Committee members.

16. Web-based portfolio design issues
Electronic documentation of student artifacts: students will be able to connect to the portfolio system without any restriction on location or time. They are allowed to view their own portfolios, upload new artifacts, modify or delete an existing artifact, submit an artifact for evaluation, and view instructors comments and assessment.
Assistance and simplification of the classification of students artifacts according to various outcomes: when uploading an artifact, students can associate it with one or more of the outcomes by clicking on the appropriate boxes beside the outcomes.
Provision of student accountability: students are responsible for the artifacts they include in their portfolio and for their outcome choices.
Electronic assessment and evaluation: the system allows instructors who are members of a portfolio committee to assess student artifacts, record scores, and provide commentary.

17. Web-based portfolio design issues (cont.)
Posting of comments and reception of feedback: students are allowed to view instructors’ scores and comments about their artifacts as well as post their own comments and reflections.
Security and authentication: the system utilizes both privileged authorization and authentication accesses. The system provides and distinguishes four levels of authorizations: Administrator, Instructor, Portfolio Committee Members and Student. The authentication is accomplished through the usual username and password system.
Accreditation resource: the portfolio system is based on course, program and college outcomes. The system provides rich information for outcome assessment and assists in continuous program improvement.
Web-based communication tool: by using the portfolio system, instructors are able to broadcast important information and announcements, as well as communicate with students.

18. Artifact types Assignment or homework. Exam or quiz.
Course project and/or written report.
Oral presentation.
Lab reports.
Capstone project: includes the design experience.
Educational field trips experience.
Internship experience.
Journal paper or article.
Conference participation and presentations.
Resume or curriculum vita. …

19. System implementation
Database
MYSQL database management system is used to implement the database.
It consists of 18 tables with referential relationships.

20. System implementation (cont.)
User Interface
The web interface is implemented using PHP programming language.
One major design factor of the electronic portfolio system is its ease of use through a user-friendly web-interface.

21. Sample of the Student Portfolio
Student login page

22. Sample of the Student Portfolio
Registration form

23. Upload an artifact page

24. Sample of the Student Portfolio (con.)
Instructor Page

25. Sample of the Student Portfolio (con.)
Evaluation Sheet

26. Conclusion
Activity theory is utilized to design a student web-based portfolio as a collaborative learning instrument used by college educational community.
A web-based student portfolio system has been designed and implemented.
Student portfolios are used as one of the tools for program evaluation and accreditation.
The designed student portfolio system allows students to classify their artifacts according to program and course outcomes.
Instructors are able to evaluate students artifacts and post results for students.
The implementation employs an open source software: MYSQL database in conjunction with PHP programming language.
Sample of the web interface is presented.

27. Thank you for your attention