Using ePortfolios to Enhance Reflective Learning and Development

Abstract

This chapter argues that it is essential that ePortfolio development is driven by pedagogical considerations, thus ensuring the effective use of these technologies to support learning. Drawing on experience of implementing ePortfolios in an institutional context, the chapter considers how best to meet the needs of learners within a system of effective eLearning support and emphasises the key role of developing reflective writing skills if the ePortfolio is to be an effective way of learning. Creating and deploying key learning activities that effectively use ePortfolios is now a much greater constraint to the correct use of ePortfolios in learning than the technical design or capabilities of ePortfolio software.

The Effect of Electronic Portfolio Applications on 6th Graders’ Research Skills

“…Klasik portfolyolara göre hazırlamak daha eğlencelidir. Elektronik portfolyo ile çalışmak aynı zamanda bilgisayar kullanma becerilerini de geliştirir (Barrett, 2005;Challis, 2005;Doig, Illsley, McLckie ve Parsons, 2006;HartnellYoung ve Morris, aktaran Ayan ve Seferoğlu, 2011;Hewett, 2004;Koraneekij, 2008;Kutlu vd., 2014;Ntuli, Keengwe ve Kyei-Blankson, aktaran Theodosiadou ve Konstantinidis, 2015;Paulson, Paulson ve Meyer, 1991;Stefani, Mason ve Pegler, 2007;Van Wesel ve Prop, 2008;Whitworth, Deering, Hardy ve Jones, 2011).…”

Format numérique ? Un portfolio étudiant pour la formation en ergothérapie*

“…Celui axé sur l'évaluation, la démarche étant déterminée de l'extérieur par rapport à l'étudiant, découlerait d'un paradigme positiviste. Si ces perspectives semblent opposées, elles se retrouvent dans les portfolios alliant apprentissage et évaluation, créativité et encadrement, contenus déterminés et à construire (Barrett et Wilkerson, 2004), alors que la pierre angulaire demeure l'activité réflexive de l'étudiant (Carmean et Christie, 2006 ;Doig, Illsley, McLuckie et Parsons, 2006). Ces mêmes perspectives sous-tendent les portfolios professionnels.…”

Introducing E-portfolio Use to Primary School Pupils: Response, Benefits and Challenges

“…Portfolios require the students to reflect on their learning which, itself, constitutes a learning exercise (Doig et al, 2006;Rhodes, 2010;Wang et al, 2004). What is more, different intelligences that may be overlooked by traditional assessment (Dixon & McPhee, 2001) can be incorporated in e-portfolios and provide more in-depth evidence of students' development.…”

“…The digitized form facilitates the documentation of the owner's learning and understanding and better represents the owner's personality and achievements (Doig, Illsley, McLuckie, & Parsons, 2006;Irvine & Barlow, 1998). However, e-portfolios are more than mere collections of personal work and artifacts; they encourage reflection, feedback, and exchanging ideas in the depth of time (Doig et al, 2006;Lorenzo & Ittelson, 2005;Maher & Gerbic, 2009;Paulson, Paulson, & Meyer, 1991). They go beyond the limits of paper-based portfolios in which we find an aggregation of paper with text and pictures in loose-leaf binders documenting the owner's progress and skills.…”

“…They go beyond the limits of paper-based portfolios in which we find an aggregation of paper with text and pictures in loose-leaf binders documenting the owner's progress and skills. E-portfolios are more flexible and facilitate the owner's control of input over time (Paulson et al, 1991;Whitworth, Deering, Hardy, & Jones, 2011), while their ability to include learning documentation in various forms, such as videos, recordings, images, links to websites, and so on, can offer a better view of the owner's progress, evidence of learning and proof of skills (Doig et al, 2006;Hewett, 2004;Ntuli, Keengwe, & Kyei-Blankson, 2009). …”