By Darren Cambridge, Barbara Cambridge, Kathleen Blake Yancey
Better schooling associations of all kinds—across the us and round the world—have quickly improved using digital portfolios in a extensive diversity of purposes together with normal schooling, the foremost, own making plans, freshman studying groups, advising, assessing, and profession planning.
Widespread use creates an pressing have to assessment the implementation and effect of eportfolios. utilizing qualitative and quantitative equipment, the participants to this book—all of whom were engaged with the Inter/National Coalition for digital Portfolio Research—have undertaken learn on how eportfolios impression studying and the training setting for college students, college participants, and institutions.
This e-book good points emergent result of experiences from 20 associations that experience tested results on scholar mirrored image, integrative studying, developing identification, organizational studying, and designs for studying supported by means of expertise. It additionally describes how associations have spoke back to a number of demanding situations in eportfolio improvement, from enticing school to going to scale.
These stories exemplify how eportfolios can spark disciplinary id, elevate retention, deal with responsibility, increase writing, and give a contribution to accreditation. The chapters exhibit the functions of eportfolios at group schools, small inner most faculties, entire universities, study universities, and a country procedure.
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Additional resources for Electronic Portfolios 2.0: Emergent Research on Implementation and Impact
The open-ended comments also conﬁrmed this idea, with several respondents who were generally positive about ePortfolio mentioning the consistent use and generally those who were negative toward ePortfolios indicating there was not a consistent use. Also, elementary education majors were much more positive about ePortfolio than secondary education majors, and we know that the elementary program is much more consistent in the use of ePortfolios than the secondary program. As is the case in earlier examples, student comments provide a window into the ﬁndings.
Ehley, L. (2006). Digital portfolios: A study of undergraduate and faculty use and perception of Alverno College’s Diagnostic Digital Portfolio. Unpublished doctoral dissertation, Cardinal Stritch University, Milwaukee, WI. Kitchener, K. , & King, P. M. (1981). Reﬂective judgment: Concepts of justiﬁcation and their relationship to age and education. Journal of Applied Developmental Psychology, 2, 89–116. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development.
They can then move to the edge of a comfort zone as they respond to more complex and ambiguous situations. They can also be asked to take more authority for constructing their own performances and dealing with more complex material and frameworks. For both teachers and students, the complexity of the developmental matrix suggests the need to become effective portfolio users. An analysis of student portfolio use, particularly one targeted to student learning outcomes, often leads to observations about the importance of preparing students and faculty for the responsibilities and capacities involved in making effective use of portfolios.