General Birhanu jula amazing speech

In this article, we will present the small-scale study we did among students in continuing education and our results and perspectives on how to make sense of the eportefolio. In the first part of the article, we present the context for the survey and the methodological perspectives. In the second part we present an analysis on the results of the survey; The analysis that emphasizes and points out the need to discuss measuring processes, when we work with eportecolios. Finally, in the third part of the article, our own realization of the analysis of the survey points us in a specific direction of a specific didactic approach that supports personal empowerment through meaning processes. It also points to the fundamental didactic interplay in teaching as such, that is, between the teacher, the students, the content and the learning tools.

Eportfolio in a Danish Diploma program

The reconversion of educational programs, courses and other forms of competency development to a more digital world is a central approach throughout the Danish education system. Through University College, one of the largest suppliers of higher education in Denmark also focuses its educational and didactic development in new digital learning spaces. (Delstrategi for digitalization 2014 [Substrategy for digitalization 2014]). The authors of this article are researchers and teachers at the School of Continuing Education in Via University College, and the context of this article is the development of digital perspectives in the field of continuing education, with greater precision, the diploma programs offered as Continuous education on track. Diploma programs in continuing education in Denmark consist of 60 ECTS distributed in several compulsory and elective courses, and a final thesis. The Diploma program is at a level of degree and grants the student with an officially recognized diploma in a given area, for example, professional guidance, special education or management needs.