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Achieving Harmony: Tuning into Practice
Thursday, June 18 • 4:30pm - 5:00pm
CON09.11 - ePortfolio assignment design, integration, and student learning

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This interactive session introduces a recent pilot project that explored benefits of, impediments to, and effective practices in implementing course-level ePortfolio assignments at Carleton University. Carleton’s teaching and learning centre is supporting individual instructors through individual consultations and a Faculty Learning Community which, like ePortfolios, is founded on a social pedagogy that posits that deep, integrative learning requires regular engagement and feedback. Faculty who volunteered to take part in the pilot project between August and December 2014, received support but ultimately made their own decisions about how to implement ePortfolios as assessment tools in their courses. We present some initial data collected from students, and in keeping with previous research in this area (Eynon, Gambino, and Torok, 2014; Rodgers, 2002; Wildman, Hable, Preston, and Magliaro, 2000; Wolfe and Miller, 1997), to help us identify how student learning was impacted by (1) ePortfolio assignment design and (2) degree of assignment integration throughout the course. Through a group discussion, and with the guidance of worksheets, presenters and session participants will develop a further list of effective practices to guide faculty and educational developers to implement ePortfolios that enhance students’ learning journeys. By the end of this session, participants will be able to:

1. identify benefits of, impediments to, and effective practices associated with implementing ePortfolios as assessment tools; 
2. recommend additional effective practices that draw directly on their own experiences with designing assessment tools;
3. reflect on how they might adapt these practices to their own institutional context.

References: 

Eynon, B., Gambino, L. M., & Török, J. 2014. “Reflection, Integration, and ePortfolio Pedagogy.” Accessed August 12, 2014, http://c2l.mcnrc.org/wp-content/uploads/sites/8/2014/01/Reflective_Pedagogy.pdf

Rodgers, Carol. 2002. “Defining Reflection: Another Look at Dewey and Reflective Thinking. Teachers College Review, 104 (4), 842-66.

Wildman, T., Hable, M., Preston, M., & Magliaro, S. 2000. Faculty student groups: Solving "good problems" through study, reflection, and collaboration. Innovative Higher Education, 24(4), 247-263.

Wolfe, E.W., & Miller, T.R. 1997. “Barriers to the implementation of portfolio assessment in secondary education.” Applied Measurement in Education, 10(3), 235-51.


Thursday June 18, 2015 4:30pm - 5:00pm
Salon 3

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