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E portfolio: Buy it or Build it?
The document outlines a staged approach to implementing ePortfolios at DCU, beginning with defining the purpose and garnering support. It then discusses introducing a pilot program with a CV template demonstration. The next steps involve gaining involvement, resources, and adopting pedagogical approaches like formative assessment, reflection, and student-centered learning to support the full rollout of ePortfolios.
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E portfolio: Buy it or Build it?
- 1. ePortfolio or Buy it Buildit DCU @glynnmark
- 2. Project team Dr ClaireBohan, SS&D Justin Doyle, ISS Dr Mark Glynn, TEU Barbara McConalogue, ISS Ross Munelly, SS&D
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- 4. Staged approach • DefinePurpose • Garner Support • Introduce a pilot • Engage user groups • Live for staff • Live for students
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- 6. Garner Support • Garnersupport • Engage user groups
- 7. Introduce Pilot • CVtemplate demo
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- 13. Next steps • Involvement •Resources
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- 15. Adopt pedagogy • Formativeassessment • Reflection • Evidence-based learning • Collaboration • Student-centered learning • Connected Learning
Editor's Notes
- #16 The literature suggests that ePortfolios have the potential to help to facilitate, support and enhance learning only when pedagogy is adopted that puts emphasis on some, or preferably all, of the following; · Formative assessment; ePortfolios can offer the potential for progressive formative assessments that foster improvement while learning is still in process. Loyola University (2012) regard ePortfolios as a powerful mechanism for assessment where learners can get instructive feedback that informs them of their strengths and deficits; this feedback can be based on an established measure, called a rubric, that provides specific information on a learner’s performance. · Reflection; ePortfolios can encourage engagement in active reflection on learning and meaning-making, to think critically and to set personal goals and future plans (Palloff & Pratt, 2009; Barrett, 2010; Mason et al., 2004). · Evidence-based learning; ePortfolios can provide a resource for demonstrating skills, competences and experiences illustrating evidence of student learning across all curricular, co-curricular, and institution-wide outcomes (Lorenzo and Ittelson 2005). · Collaboration; ePortfolios can enable a collaborative environment by providing a platform to synthesize work and share that work with others providing learners with a vehicle for regular feedback and dialogue with lecturers/other learners. Learning can be enhanced and improved when it is a shared experience (Rate 2011). · Student-centered learning; ePortfolios offer a student-centered way for measuring learning outcomes while encouraging deep learning and student engagement (Ring and Ramirez 2012). In terms of assessment, learners’ ownership of their e-portfolio and their choice of items to submit or present can make it a truly learner centred activity. ePortfolios enable learners to take control of their own learning allowing them ownership of learning and providing a platform to foster life-long learning. · Connected Learning; ePortfolios can foster connections among skills, knowledge and experiences facilitating the integration of topics and themes across disciplines, thus providing a more holistic approach to learning.