The purpose of this session is to introduce educators to the idea of harmonizing the use of e-learning portfolios with service learning to foster creative learning opportunities for students. Students understanding of the three key outcomes in a service learning course: discovering one’s own personal values and beliefs, understanding diversity, and promoting civic engagement and social responsibility are assessed through reflective components contained within the e-learning portfolio with the use of a rubric. Participants in the conference will be introduced to a service learning course and how e-learning portfolios can enhance student learning and meaning of the three key outcomes. E-learning portfolios offer opportunity for learners to engage in critical reflection through the use of multimedia to make connections between the learning that happens in different contexts, beyond the classroom (Tosh et al., 2005). Service learning is an experiential learning approach that intentionally connects the service experience to academic coursework. Service learning allows students to engage in activities that address human/community connections, incorporates reflection, and embraces the concept of reciprocity between the student and the person/agency being served (Gillis & MacLellan, 2010). The combination of e-learning portfolios and service learning inspires deep learning for students through creative reflection on the meaning of how their in-class and out-of-class experiences fit together (Fullan & Langworthy, 2013). The e-learning portfolio captures the significant occurrences in a student’s life beyond the formal academic and allows them to share these experiences using an integrative learning approach.
Fullan, M., & Langworthy, M. (2013). Towards a New End: New Pedagogies for Deep Learning. Seattle, WA: Collaborative Impact. Retrieved from www.newpedagogies.org.
Gillis, A., & MacLellan, M. (2010). Service learning with vulnerable populations: Review of the literature. International Journal of Nursing Education Scholarship, 7(1). Art. 41, 1-27. doi: 10.2202/1548-923x.2041.
Tosh, D., Penny Light, T., Fleming, K., & Haywood, J. (2005). Engagement with electronic portfolios: Challenges from the student perspective. Canadian Journal of Learning & Technology, 31(3), 89-110.
