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The educational potential of e-portfolios : supporting personal development and reflective learning / Lorraine Stefani, Robin Mason and Chris Pegler

Main Author Stefani, Lorraine, 1953- Coauthor Mason, Robin
Pegler, Chris, 1956-
Country Reino Unido. Publication London : Routledge, 2007 Description XIII, 186 p. : il. ; 23 cm Series Connecting with e-learning ISBN 0-415-41214-5
CDU 371.26 371.68 681.324
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Item type Current location Call number Status Date due Barcode Item holds
Monografia Biblioteca Geral da Universidade do Minho
BGUM 371.26 - S Available 388610
Monografia Biblioteca de Ciências da Educação
BCE 371.26 - S Available 396617
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Enhanced descriptions from Syndetics:

E-portfolios are a valuable learning and assessment tool.nbsp;nbsp;They can serve as an administrative tool to manage and organise work,nbsp;to present course assignments andnbsp;act as the medium for learners to record their learning goals, outcomes and achievements. They encourage personal reflection and involve the exchange of ideas and feedback.

Using technology in this way supports students' abilities in using and exploiting technology for professional and personal purposes, enabling any time, any place learning andnbsp;peer learning and facilitating the provision of tutor feedback.

e-Portfolios is anbsp;comprehensive, practical guide for lecturers and staff developers who need to know more aboutnbsp;the development of purposeful e-portfoliosnbsp;fornbsp;supporting students in reflecting on their learning.

Table of contents provided by Syndetics

  • List of illustrations (p. viii)
  • Series editors foreword (p. ix)
  • Acknowledgements (p. xi)
  • List of abbreviations (p. xii)
  • Introduction (p. 1)
  • 1 E-portfolios and e-learning (p. 7)
  • E-portfolios defined (p. 8)
  • Relating to e-learning (p. 10)
  • Institutional engagement (p. 12)
  • E-portfolios as e-learning (p. 13)
  • Standards (p. 14)
  • Software (p. 14)
  • Policy drivers (p. 15)
  • Convergence (p. 16)
  • 2 The e-portfolio as a tool for learning (p. 17)
  • Setting the stage for e-portfolio development (p. 19)
  • Linking e-portfolios and reflective lifelong learning (p. 20)
  • Paper-based e-portfolio prototypes (p. 22)
  • Embedding the e-portfolio into the curriculum (p. 25)
  • Case example: Linking the e-portfolio and PDP into a Masters in Pharmacy degree (p. 26)
  • Case example: Alverno - the e-portfolio at an institutional level (p. 29)
  • What about the technical skills? (p. 32)
  • Recognising the issues (p. 33)
  • 3 Getting started with e-portfolios (p. 35)
  • Considering the pros and cons (p. 36)
  • Implementation issues (p. 39)
  • Clarifying the purpose of the e-portfolio (p. 41)
  • Determining the scope of the implementation (p. 43)
  • Relating the e-portfolio implementation to the curriculum (p. 45)
  • Potential contents for an e-portfolio (p. 50)
  • Preparing users to use the e-portfolio (p. 51)
  • The e-learning 'maturity' of the organisation (p. 53)
  • Summary and online resources (p. 55)
  • 4 Course design using e-portfolios (p. 57)
  • How to engage students with their e-portfolio (p. 58)
  • Course design parameters (p. 59)
  • Beyond a repository of information (p. 67)
  • Changing curriculum design (p. 68)
  • Summary and online resources (p. 69)
  • Online case studies (p. 70)
  • 5 E-portfolios and assessment of student learning (p. 71)
  • Linking assessment and e-portfolio purpose (p. 71)
  • Changing views on assessment (p. 74)
  • E-portfolios, formative assessment and student learning (p. 76)
  • The problem of making assessment reliable (p. 80)
  • Self and peer assessment (p. 83)
  • Case example: Learning objects and e-portfolios, a question of choice (p. 84)
  • The difference an e-portfolio makes (p. 85)
  • 6 The e-portfolio as a tool for professional development (p. 87)
  • The link between learning and teaching portfolios (p. 88)
  • What goes into a teaching portfolio? (p. 91)
  • The e-teaching portfolio (p. 95)
  • Creating and maintaining the e-teaching portfolio (p. 96)
  • Professional development input on the e-teaching portfolios (p. 97)
  • Producing a point-in-time teaching portfolio (p. 99)
  • The benefit of an e-teaching portfolio (p. 100)
  • Online resources (p. 100)
  • 7 E-portfolios and inclusive learning (p. 102)
  • How inclusive is the internet? (p. 103)
  • Social inclusion, learning and technology (p. 104)
  • Understanding disability in relation to technology (p. 107)
  • E-learning design for accessibility (p. 108)
  • Difference in disability (p. 109)
  • Useful resources for e-learning and accessibility (p. 115)
  • 8 Software solutions for a complex concept (p. 117)
  • Types of e-portfolio software (p. 118)
  • Commercial systems (p. 121)
  • Proprietary (university-designed) software (p. 121)
  • Open source e-portfolios (p. 124)
  • Open source common tools (p. 126)
  • Choosing appropriate software (p. 126)
  • Standards and specifications (p. 127)
  • Options reviewed (p. 129)
  • Case example: Using Spider at Strathclyde (p. 129)
  • Online resources (p. 134)
  • 9 Relating other new technologies to the e-portfolio (p. 135)
  • Blogs and self-publishing (p. 136)
  • Wikis as works in progress (p. 143)
  • Combining technologies - the birth of the podcast (p. 149)
  • The role of new technologies in e-portfolios (p. 153)
  • Online resources (p. 154)
  • 10 E-portfolio futures (p. 155)
  • Scenarios (p. 156)
  • Conclusion (p. 164)
  • Online resources (p. 165)
  • Glossary (p. 166)
  • References (p. 175)
  • Index (p. 185)

Author notes provided by Syndetics

Lorraine Stefani is the Director of the Centre for Professional Development at the University of Auckland in New Zealand. Prior to taking up her post she was a Reader at the Centre for Academic Practice at the University of Strathclyde, Glasgow, Scotland where she worked for nine years. She was actively involved with the Institute for Learning and Teaching in Higher Education firstly as an accreditor of professional development programmes and later as a member of the ILTHE Council. She had strong links with the Quality assurance Agency through her role as Chair of the Personal Development Planning in Higher Education (Scotland) Network. In her current role she is: promoting departmental development initiatives many of which involve the use of ICT; involved in a major project to develop accessible on-line resources to support staff in becoming more creative in their use of ICT in learning and teaching and promoting the development of e-teaching portfolios.

Professor Mason is a specialist in the research and practice of online teaching and learning in the Insititute for Educational TEchnology, at the Open University. She was one of the early pioneers in developing the medium of computer conferencing for distance education, and completed her PhD - one of the very first on the subject - in 1989. Since then she has published prolifically on the web, in journal articles and in five books. She has worked with many course teams across the Open University in the design, tutoring and evaluation of online courses. She has worked extensively on the Open University's Masters Programme in Open and Distance Education, as course developer, tutor and as Director of the Programme. In 2000, she conceived of the idea of a Virtual Graduation for the first cohort of Masters students and developed the concept with the Open University's Knowledge Media Institute.Currently she is Chair of a new course, called Learning in the Connected Economy. The course is innovative in a number of ways: it is being developed in partnership with Cambridge University; it is being hosted through the UK eUniversity and run on their newly designed learning platform; it is being written entirely in 'learning object' format.

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