Eportfolios: From description to analysis
Gabriella Brandes, Natasha Boskic, University of British Columbia
IRRODL Volume 9, Number 2, ISSN 1492-3831 Publisher: Athabasca University Press
In recent years, different professional and academic settings have been increasingly utilizing ePortfolios to serve multiple purposes from recruitment to evaluation. This p aper analyzes ePortfolios created by graduate students at a Canadian university. Demonstrated is how students’ constructions can, and should, be more than a simple compilation of artifacts. Examined is an online learning environment whereby we shared knowledge, supported one another in knowledge construction, developed collective expertise, and engaged in progressive discourse. In our analysis of the portfolios, we focused on reflection and deepening understanding of learning. We discussed students’ use of metaphors and hypertexts as means of making cognitive connections. We found that when students understood technological tools and how to use them to substantiate their thinking processes and to engage the readers/ viewers, their ePortfolios were richer and more complex in their illustrations of learning. With more experience and further analysis of exemplars of existing portfolios, students became more nuanced in their organization of their ePortfolios, reflecting the messages they conveyed. Metaphors and hypertexts became useful vehicles to move away from linearity and chronology to new organizational modes that better illustrated students’ cognitive processes. In such a community of inquiry, developed within an online learning space, the instructor and peers had an important role in enhancing reflection through scaffolding. We conclude the paper with a call to explore the interactions between viewer/ reader and the materials presented in portfolios as part of learning occasions.
Brandes, G. & Boskic, N. (2008). Eportfolios: From description to analysis. The International Review of Research in Open and Distributed Learning, 9(2),. Athabasca University Press.
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Martine Pellerin, Jennifer Branch-Mueller & Robyn Timmons, University of Alberta, Canada
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1996–2004
Jerry Sun, Institute of Education, National Chiao Tung University, Hsinchu, Taiwan; Geoffrey Middlebrook, The Writing Program, University of Southern California, Los Angeles, United States; Otto Khera, College of Education, Curriculum and Instruction, New Mexico State University, Las Cruces, United States; Ho-Yuan Chen, Center for Teacher Education, Tunghai University, Taichung, Taiwan
International Journal of Online Pedagogy and Course Design Vol. 8, No. 2 (April 2018) pp. 1–15
Stefanie Panke, University of North Carolina at Chapel Hill, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 1530–1539
Stefanie Panke & John Stephens, University of North Carolina at Chapel Hill, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 1511–1529
Andrew Kitchenham, UNBC, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (Oct 26, 2009) pp. 2781–2787
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.