Electronic Portfolios 2.0: Emergent Research on Implementation and Impact

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Darren Cambridge, Barbara L. Cambridge, Kathleen Blake Yancey
Stylus Publishing, LLC., 2009 - Education - 202 pages
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"The book contains a wealth of data from schools that have been pioneers in the use of electronic portfolios. The authors identify emerging new critical questions, challenges, and opportunities for further development of this genre. A school seeking to integrate this pedagogical strategy will find this to be a helpful reference volume."?Teaching Theology and Religion

Higher education institutions of all kinds--across the United States and around the world--have rapidly expanded the use of electronic portfolios in a broad range of applications including general education, the major, personal planning, freshman learning communities, advising, assessing, and career planning.

Widespread use creates an urgent need to evaluate the implementation and impact of eportfolios. Using qualitative and quantitative methods, the contributors to this book--all of whom have been engaged with the Inter/National Coalition for Electronic Portfolio Research--have undertaken research on how eportfolios influence learning and the learning environment for students, faculty members, and institutions.

This book features emergent results of studies from 20 institutions that have examined effects on student reflection, integrative learning, establishing identity, organizational learning, and designs for learning supported by technology. It also describes how institutions have responded to multiple challenges in eportfolio development, from engaging faculty to going to scale.

These studies exemplify how eportfolios can spark disciplinary identity, increase retention, address accountability, improve writing, and contribute to accreditation. The chapters demonstrate the applications of eportfolios at community colleges, small private colleges, comprehensive universities, research universities, and a state system
  

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Contents

Reflection in Electronic Portfolio Practice
1
1 REFLECTION AND ELECTRONIC PORTFOLIOS Inventing the Self and Reinventing the University
5
2 STUDYING STUDENT REFLECTION IN AN ELECTRONIC PORTFOLIO ENVIRONMENT An Inquiry in the Context of Practice
17
3 USING EPORTFOLIOS TO SUPPORT LIFELONG AND LIFEWIDE LEARNING
29
SECTION TWO Integrative Learning
37
4 TWO FACES OF INTEGRATIVE LEARNING ONLINE
41
5 BECOMING EPORTFOLIO LEARNERS AND TEACHERS
51
6 MAKING CONNECTIONS The LaGuardia ePortfolio
59
13 PERCEPTIONS OF TEACHER CANDIDATES ON EPORTFOLIO USE
109
SECTION FOUR Organizational Learning
115
14 DIFFUSING EPORTFOLIOS IN ORGANIZATIONAL SETTINGS
119
15 A CATALYST WITHOUT A MANDATE Building an Eportfolio Culture at the University of Washington
129
16 DOCUMENTING THE OUTCOMES OF LEARNING
133
17 SUSTAINING CHANGE THROUGH STUDENT DEPARTMENTAL ANDI NSTITUTIONAL PORTFOLIOS
137
SECTION FIVE Electronic Portfolio Technology and Design for Learning
145
18 TECHNOLOGY AND CHANGE
149

7 CONNECTING CONTEXTS AND COMPETENCIES Using Eportfolios for Integrative Learning
69
Roles Competencies Valuesand Outcomes
81
8 INFLUENCING LEARNING THROUGH FACULTY AND STUDENTGENERATED OUTCOME ASSESSMENT
83
9 THE PROMISE OF EPORTFOLIOS FOR INSTITUTIONAL ASSESSMENT
87
10 DEMONSTRATING INTELLECTUAL GROWTH AND DEVELOPMENT The IUPUI ePort
91
11 A VALUESDRIVEN EPORTFOLIO JOURNEY Na Waa
97
12 EPORTFOLIOS IN AN UNDERGRADUATE PSYCHOLOGY RESEARCH EXPERIENCES PROGRAM
103
19 REVISIONING REVISION WITH EPORTFOLIOS IN THE UNIVERSITY OF GEORGIA FIRSTYEAR COMPOSITION PROGRAM
155
20 MOVING EFOLIO MINNESOTA TO THE NEXT GENERATION From Individual Portfolios to anIntegrated Institutional Model
165
21 ASSESSING THE LEARNING POTENTIAL OF EPORTFOLIO THROUGH THINKING SHEETS
175
22 THE MAED ENGLISH EDUCATION ELECTRONIC PORTFOLIO EXPERIENCE What Preservice English Teachers Have to Teach Us About E...
181
Conclusion MOVING INTO THE FUTURE
193
INDEX
199
Copyright

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About the author (2009)

Darren Cambridge is Senior Consultant for Education Technology and Online Communities of Practice for the American Institutes for Research.

Barbara L. Cambridge is a senior program officer at the National Council of Teachers of English.

Kathleen Blake Yancey is a professor of English at Florida State University.

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