Trialing e-portfolios for university learning

the devil in the detail

Margot McNeill, Amanda Parker, Andrew Cram

    Research output: Chapter in Book/Report/Conference proceedingChapter

    Abstract

    E-portfolios are among a suite of technologies heralded as having the potential to enhance student learning. In these web-based spaces students can capture and display their development of expertise in a wide range of skills and knowledge, whether specifi c to their discipline or more broadly applicable graduate capabilities. It is yet to be demonstrated, however, how readily these tools can be integrated within the university curriculum. This chapter reports on the results of a pilot of an e-portfolio tool in an Australian university, involving different curriculum contexts across two semesters. Using a mixed methods approach, feedback was gathered from students and staff in the participating units on their perspectives about the usability of the e-portfolio tool, the support provided, and its effectiveness for their learning. The results reinforce the need for e-portfolios, like any new technology, to be embedded into appropriately designed tasks, which are seen to be engaging, relevant, and part of a fully integrated curriculum experience.
    Original languageEnglish
    Title of host publicationCurriculum models for the 21st century
    EditorsMaree Gosper, Dirk Ifenthaler
    Place of PublicationNew York
    PublisherSpringer, Springer Nature
    Pages351-367
    Number of pages17
    ISBN (Print)9781461473664
    Publication statusPublished - 2013

    Keywords

    • e-portfolios
    • Technology
    • Curriculum alignment
    • Graduate capabilities
    • Assessment

    Fingerprint Dive into the research topics of 'Trialing e-portfolios for university learning: the devil in the detail'. Together they form a unique fingerprint.

  • Cite this

    McNeill, M., Parker, A., & Cram, A. (2013). Trialing e-portfolios for university learning: the devil in the detail. In M. Gosper, & D. Ifenthaler (Eds.), Curriculum models for the 21st century (pp. 351-367). New York: Springer, Springer Nature.