Electronic portfolios 2.0 : emergent research on implementation and impact
- 1st ed. - Sterling, Va. : Stylus, 2009.
- Physical description
- xvi, 202 p. : ill. ; 29 cm.
LB1029 .P67 E43 2009
- Unknown LB1029 .P67 E43 2009
- Includes bibliographical references and index.
- INTRODUCTION: From Distributed Insights to Research in Coalition - Barbara Cambridge, Darren Cambridge, and Kathleen Yancey-- PART I. REFLECTION IN ELECTRONIC PORTFOLIO PRACTICE: Meta-Analysis of Reflection: Taxonomy - Kathleen Yancey, Florida State University-- Studying Electronic Portfolio: Inquiry in the Context of Practice - William Rickards, Alverno College-- Using ePortfolios to Support Lifelong and Lifewide Learning - Helen Chen, Stanford University-- PART II. INTEGRATIVE LEARNING: Two Faces of Integrative Learning Online - Darren Cambridge, George Mason University-- Becoming ePortfolio Learners and Teachers - Julie Hughes, Wolverhampton University-- Making Connections: The LaGuardia ePortfolio - Bret Eynon, LaGuardia Community College-- Connecting Contexts and Competencies: Using ePortfolios for Integrative Learning - Tracy Penny-Light, Bob Sproule, and Katherine Lithgow, University of Waterloo-- PART III. ESTABLISHING IDENTITIES: ROLES, COMPETENCIES, VALUES, AND OUTCOMES: Establishing Identities: Roles, Competencies, Values, and Outcomes - Michael Day, Northern Illinois University-- The Promise of E-Portfolios for Institutional Assessment - Thomas Edwards and Colleen Burnham, Thomas College-- Demonstrating Intellectual Growth and Development: The IUPUI ePortfolio - Sharon Hamilton and Susan Kahn, Indiana University, Indianapolis-- A Values-Driven ePortfolio Journey: Na Wa 'a - Judith Kirkpatrick, Tanya Renner, Lisa Kanae, and Kelli Goya, Kapiolani Community College-- e-Portfolios in an Undergraduate Research Experiences Program - Benjamin Stephens, Clemson University-- Perceptions of Teacher Candidates on ePortfolio Use - Neal Topp and Bob Goeman, University of Nebraska Omaha-- Part IV. ORGANIZATIONAL LEARNING: Diffusing ePortfolios in Organizational Settings - Steve Acker, The Ohio State University-- A Catalyst without a Mandate: Building an ePortfolio Culture at the University of Washington - Tom Lewis and Janice Fournier, University of Washington-- Documenting the Outcomes of Learning - Milton Hakel and Erin Smith, Bowling Green University-- Sustaining Change through Student, Departmental, and Institutional Portfolios - Kathi Ketcheson, Portland State University-- Part V. ELECTRONIC PORTFOLIO TECHNOLOGY AND DESIGN FOR LEARNING: Technology and Change - Cara Lane, Washington State University-- Re-visioning Revision with ePortfolios in the University of Georgia First-year Composition Program - Christy Desmet, June Griffin, Deborah Church Miller, Ron Balthazor, and Robert Cummings, University of Georgia-- Moving eFolio Minnesota to the Next Generation: From Individual Portfolios to an Integrated Institutional Model - Lynette Olsen, Lori Schroeder, and Paul Wasko, Minnesota State Colleges and Universities-- Assessing the Learning Potential of E-Portfolio through Thinking Sheets - Mary Zamon and Debra Sprague, George Mason University.
- (source: Nielsen Book Data)
- Publisher's Summary
- 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 e-portfolios. 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 e-portfolios 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 e-portfolio development, from engaging faculty to going to scale.These studies exemplify how e-portfolios can spark disciplinary identity, increase retention, address accountability, improve writing, and contribute to accreditation. The chapters demonstrate the applications of e-portfolios at community colleges, small private colleges, comprehensive universities, research universities, and a state system.
(source: Nielsen Book Data)
- Publication date
- edited by Darren Cambridge, Barbara Cambridge, Kathleen Blake Yancey.