ePortfolios in Australian Universities by Jennifer Rowley

By Jennifer Rowley

This ebook makes a speciality of crucial findings pertaining to rising practices of scholar studying throughout the instructing and studying merits of the digital portfolio (ePortfolio) in quite a number disciplines at Australian universities. It explores the most recent study on ePortfolios, educating caliber, destiny learn instructions for tertiary studying and educating, institutional agendas in greater schooling, and the function that the ePortfolios can play in aiding advancements in pedagogic perform and scholar outcomes.

Included in those agendas is study into the advance of upper schooling throughout the technologising of pedagogy, learner identities in discrete disciplines, and the praxis of person collage lecturers. The e-book covers money owed of educational studying good fortune and demanding situations throughout present greater schooling topic components. by means of offering case research bills of ePortfolio use, it finds the significance of defining and documenting how we will be able to meaningfully enhance learner portfolios in examine, educating and studying at Australian universities. With an intentional study base, the ebook attracts on paintings carried out inside and out Australia and highlights how the ePortfolio may help tertiary employees arrange for the influence of a student-created portfolio on instructing, studying, and next educational scholarship.

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McAllister and K. Hauville of organisational units. Collectively this ensures that the ePortfolio program is given the consideration, prominence, and support it needs to succeed, and that institutional strategy and governance is well aligned. The distillation of this is coherent approaches in curriculum and connected positioning of ePortfolio with respect to current and emerging learning and teaching needs. Allan and Clelland (2012) found that top down support coupled with bottom-up grass roots initiatives most effectively drives successful, meaningful ePortfolio pedagogy.

Students reflected on their learning within the course and made connections to their life experience, work placements, prior study to provide evidence of their capacity to perform as an information professional in their chosen field. Artefacts, typically work samples and supervisor feedback often formed the basis for reflection and added extra weight to self-assessed evidence. The portfolio assessment in this unit specified particular types of evidence and artefacts that students were expected to include.

This initiative has been well received by participating academics and by Human Resource managers who are supportive of the concept and keen to explore Mahara and to promote it. Feedback from the pilot phase of this staff instance clarified the need for a directly similar support approach as available for QSeP users, flexible, customisable and available at point of need. From the point of conception of an institutional wide ePortfolio initiative, buy-in by senior management is essential. At project initialisation senior staff play an important role in rallying support.

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