Artifact: Artifacts used in ePortfolios are digital evidence of progress, experience, achievements, and goals over time. In other words, artifacts are examples of your work. This might include electronic documents, video, audio, and images. In ePortfolios, digital artifacts are organized by combining various media types into cohesive units that communicate your narrative.
(Eportfolio Resource Center. Retrieved from https://sites.google.com/site/resourcecentereportfolio/artifacts)
Rubric: A rubric is a scoring tool that lists the criteria for a piece of work, or “what counts” (for example, purpose, organization, details, voice, and mechanics are often what count in a piece of writing); it also articulates gradations of quality for each criterion, from excellent to poor.
(Andrade, G.H. (1997). Understanding Rubrics. Educational leadership. Retrieved from https://learnweb.harvard.edu/alps/thinking/docs/rubricar.htm)
Eportfolio template: Eportfolio templates enable the immediate customization and creation of ePortfolios. Most of these templates are easily customized in a few clicks. Here are some suggestions on eportfolio templates: Blackboard, Mahara, Google Sites, Weebly, Wix, Wordpress, etc.
(Eportfolio gallery. City University of Hong Kong. Retrieved from https://sites.google.com/site/eportfoliogallery/)
GAs (Graduate Attributes): HKBU aims to educate our students into Whole Persons. This is operationalized into Graduate Attributes that you should attain by the time you graduate from HKBU. An education at HKBU aims at developing all aspects of the whole person. In particular, it aims to foster the following attributes among its graduates: Citizenship, Knowledge, Learning, Skills, Creativity, Communication and Teamwork.
(HKBU Graduate Attributes. Hong Kong Baptist University. Retrieved from http://chtl.hkbu.edu.hk/main/hkbu-ga/)
Scaffolding: In education, scaffolding refers to a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process. The term itself offers the relevant descriptive metaphor: teachers provide successive levels of temporary support that help students reach higher levels of comprehension and skill acquisition that they would not be able to achieve without assistance.
(The glossary of education reform. Retrieved from http://edglossary.org/scaffolding/)