Electronic Portfolios 2.0: Emergent Research on Implementation and Impact
Darren Cambridge, Barbara L. Cambridge, Kathleen Blake Yancey
Stylus Publishing, LLC., 2009 - Education - 202 pages
"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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Reflection in Electronic Portfolio Practice
1 REFLECTION AND ELECTRONIC PORTFOLIOS Inventing the Self and Reinventing the University
2 STUDYING STUDENT REFLECTION IN AN ELECTRONIC PORTFOLIO ENVIRONMENT An Inquiry in the Context of Practice
3 USING EPORTFOLIOS TO SUPPORT LIFELONG AND LIFEWIDE LEARNING
SECTION TWO Integrative Learning
4 TWO FACES OF INTEGRATIVE LEARNING ONLINE
5 BECOMING EPORTFOLIO LEARNERS AND TEACHERS
6 MAKING CONNECTIONS The LaGuardia ePortfolio
13 PERCEPTIONS OF TEACHER CANDIDATES ON EPORTFOLIO USE
SECTION FOUR Organizational Learning
14 DIFFUSING EPORTFOLIOS IN ORGANIZATIONAL SETTINGS
15 A CATALYST WITHOUT A MANDATE Building an Eportfolio Culture at the University of Washington
16 DOCUMENTING THE OUTCOMES OF LEARNING
17 SUSTAINING CHANGE THROUGH STUDENT DEPARTMENTAL ANDI NSTITUTIONAL PORTFOLIOS
SECTION FIVE Electronic Portfolio Technology and Design for Learning
18 TECHNOLOGY AND CHANGE
7 CONNECTING CONTEXTS AND COMPETENCIES Using Eportfolios for Integrative Learning
Roles Competencies Valuesand Outcomes
8 INFLUENCING LEARNING THROUGH FACULTY AND STUDENTGENERATED OUTCOME ASSESSMENT
9 THE PROMISE OF EPORTFOLIOS FOR INSTITUTIONAL ASSESSMENT
10 DEMONSTRATING INTELLECTUAL GROWTH AND DEVELOPMENT The IUPUI ePort
11 A VALUESDRIVEN EPORTFOLIO JOURNEY Na Waa
12 EPORTFOLIOS IN AN UNDERGRADUATE PSYCHOLOGY RESEARCH EXPERIENCES PROGRAM
19 REVISIONING REVISION WITH EPORTFOLIOS IN THE UNIVERSITY OF GEORGIA FIRSTYEAR COMPOSITION PROGRAM
20 MOVING EFOLIO MINNESOTA TO THE NEXT GENERATION From Individual Portfolios to anIntegrated Institutional Model
21 ASSESSING THE LEARNING POTENTIAL OF EPORTFOLIO THROUGH THINKING SHEETS
22 THE MAED ENGLISH EDUCATION ELECTRONIC PORTFOLIO EXPERIENCE What Preservice English Teachers Have to Teach Us About E...
Conclusion MOVING INTO THE FUTURE
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ability academic Alverno College appreciative inquiry artifacts assessment audience beneﬁt blog Cambridge CCSSE Chapter classroom Coalition cohort concept map connections context course create deﬁned demonstrate dents documents eFolio Minnesota electronic portfolio engagement eport eportfo eportfolio practice eportfolio system eportfolio tools essays evaluation evidence example experience feedback ﬁndings ﬁrst focused folio framework George Mason University higher education individual inﬂuence institutional integrative learning interns IUPUI knowledge LaGuardia LaGuardia Community College learners learning outcomes lifelong and lifewide lifelong learning lifewide learning matrix thinking ment metacognitive multiple networked one’s Open Source organizations pedagogy Portland State University professional questions reﬂection Retrieved revision self-assessment semester signiﬁcant skills speciﬁc structure student learning symphonic teacher candidates theme tion tronic portfolios understanding University University of Waterloo University of Wolverhampton university’s users Wa`a writing Yancey