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[null,"1.","Record Nr.",null,"UNINA9910459619303321"]
[null,null,"Autore",null,"Cambridge Darren <1974->"]
[null,null,"Titolo",null,"Eportfolios for lifelong learning and assessment [[electronic resource] /] / Darren Cambridge"]
[null,null,"Pubbl/distr/stampa",null,"San Francisco, Calif., : Jossey-Bass, 2010"]
[null,null,"ISBN",null,"1-282-82254-3"]
[{"$nulls":4},"9786612822544"]
[{"$nulls":4},"0-470-90127-6"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (282 p.)"]
[null,null,"Collana",null,"The Jossey-Bass higher and adult education series"]
[null,null,"Disciplina",null,"374.1334"]
[{"$nulls":4},"378.1/66"]
[null,null,"Soggetti",null,"Electronic portfolios in education"]
[{"$nulls":4},"College students - Rating of - United States"]
[{"$nulls":4},"Education, Higher - United States - Evaluation"]
[{"$nulls":4},"Electronic books."]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"pt. 1. The potential of eportfolios for individual and social transformation -- pt. 2. Eportfolios and assessment in higher education -- pt. 3. Eportfolios for lifelong learning."]
[null,null,null,"Sommario/riassunto","\"This book clearly articulates the foundations of an educational vision that is distinctively supported by e-portfolio use, drawing on work in philosophy, sociology, higher and adult education, and e-learning research. It is academically rigorous and accessible not only to scholars in a range of disciplines who might study or use e-portfolios. It surveys the state-of-the-art of international e-portfolio practice and suggests future directions for higher educational institutions in terms of curriculum, assessment, and technology. This resource is written for scholars, support staff, instructional technologists, academic administrators, and policy makers\"--"]