This document discusses ePortfolios and their role in fostering lifelong learning. It outlines the values of ePortfolios, including privileging the learner experience, making connections between learning experiences, and providing authentic evidence of learning. EPortfolios are presented as a way to model the learning process, document 21st century skills, and highlight a learner's pathway. When integrated into learning design and used to encourage reflection, ePortfolios can foster skill development and lifelong learning by giving learners opportunities to receive feedback and chart their own progress. The document argues that ePortfolios, when supported by an institution, can help align learning outcomes, strategies, and effective assessment across an organization.

1. Learning for the
Future: ePortfolios
Across the
Learning Career
Tracy Penny Light, PhD.
Thompson Rivers University/AAEEBL
UBC CIRCLe May 1, 2018

2. Today’s Overview
• ePortfolio Values
• Designing Learning for
Future Readiness
• Model the Process
• 21st Century Learning Skills
• Fostering Lifelong Learning
• Learning for the Future and
the Learning Organization

3. ePortfolio Values
•Process/Pedagogy
•Learner Centred
•Integrative
• Making Connections
• Knowledge Transfer
•Authentic Evidence of Learning
•Privileging the Learner
Experience/Meaning-Making

4. Process/Pedagogy
“Successful ePortfolio
initiatives advance a
reflectiveand integrative
social pedagogy…aiming to
build studentlearningand
help students author new
identities as learners.”
Flexible &
Lifelong
Learning
Integrative &
Evidence-
Based
Learning
Interdisciplinary
Learning
Learner-
Centered
Teaching &
Learning
The Catalyst for Learning Project
c2l.mcnrc.org

5. ePortfolio Values:
Privilegingthe Learner
Experience
“It is not individualswho have
experience, but subjects who
are constituted through
experience.”
~JoanW. Scott,1991

6. "I am grateful tohave
experiencedeverythingthatI
havein my lifethus far, and
my biggest desireis to give
backas muchas possible.The
best waythatI knowhowto
do this is to advocatefor
others by usingmy own
experiencesand buildingupon
themusingacademictraining
andresearch."

7. DesigningLearningforFuture Readiness:
Modelthe Process
• Documenting Learning in
Different Contexts (Authentic
Evidence)
• Process-Oriented (Reflecting
on Learning)
• Highlights the Learner's
Pathway

8. Designing for Future Readiness:
21st CenturyLearning Skills
“…two-thirds of employers surveyed say
they want colleges and universities to place
more emphasis on the following learning
outcomes, whatever majors students
choose:
• Critical thinking and analytic reasoning
• Complex problem solving
• Written and oral communication
• Applied learning in real-world settings
• Teamwork skills in diverse settings
• Ethical reasoning”
~Carol Geary Schneider, 2015

9. Documenting Skills
via Learning
Experiences
“[My]reflectiveessay…talks
abouthowmy perspectiveon
Canadaas a globalleader has
changedbecauseof someof
thecoursesI havetakenat
TRU andtheexperienceI
havegainedlivingabroad.”

10. Fostering Lifelong Learning
• Learning Designs that encourage
skill development;
• Clear articulation of 21st century
learning in relation to the discipline
and beyond;
• Opportunities for feedback on
successes and missteps.

11. Lifelong Learning
“[I am] Learning to ‘do’ history by
using more than just books, [with a
new] understanding [of] the
importance of context and the
necessity for interpretation. These
reflections chart my development in
the course, my movement from a
student with complete faith in
books to an open-minded historian
willing to escape the labyrinth of the
library and experience the past
through other sources.”

12. Lifelong Learning
I had my first teaching job when I was nine years
old. My classroom was in my family’s laundry
room and my only student was my six year old
sister…A decade later, my sister is a successful
high school graduate destined for university,
and…I believe that her academic success is due
in part to her time as my student. Today, I am an
ambitious university student…[and] dream of
using my passion for education and children to
inspire a generation to love learning, exploring,
and discovering. Over the last 10 years, I have
accumulated hours of experience working with
children through babysitting, teaching Sunday
School three times per week, and volunteering
weekly in a French Immersion kindergarten
classroom.

13. Learningfor the Future and
the LearningOrganization
• Stakeholders
• Institutional Mission/Strategy
• Incentives for Faculty, Staff,
Students
• Integrativeand Aligned
Approaches (Gen Ed, Learning
Outcomes, Strategy, etc.)
• EffectiveAssessment Strategies
(Course, Program, Institution)

14. Our Learners
are the
Future!

15. Thank You!
AAEEBL Annual Meeting
July 23-26, 2018
Capilano University
AAEEBL.org
tpennylight@tru.ca