Eportfolios: From description to analysis

In recent years, different professional and academic settings have been increasingly utilizing ePortfolios to serve multiple purposes from recruitment to evaluation. This p aper analyzes ePortfolios created by graduate students at a Canadian university. Demonstrated is how students’ constructions ca...

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Autores principales:	Gabriella Minnes Brandes, Natasha Boskic
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2008
Materias:	Online learning community hypertext metaphor as learning tool ePortfolio cognition scaffolding Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/d357a2bb80b94408ba52799393bd71e0
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spelling	oai:doaj.org-article:d357a2bb80b94408ba52799393bd71e02021-12-02T18:03:26ZEportfolios: From description to analysis10.19173/irrodl.v9i2.5021492-3831https://doaj.org/article/d357a2bb80b94408ba52799393bd71e02008-06-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/502https://doaj.org/toc/1492-3831In recent years, different professional and academic settings have been increasingly utilizing ePortfolios to serve multiple purposes from recruitment to evaluation. This p aper analyzes ePortfolios created by graduate students at a Canadian university. Demonstrated is how students’ constructions can, and should, be more than a simple compilation of artifacts. Examined is an online learning environment whereby we shared knowledge, supported one another in knowledge construction, developed collective expertise, and engaged in progressive discourse. In our analysis of the portfolios, we focused on reflection and deepening understanding of learning. We discussed students’ use of metaphors and hypertexts as means of making cognitive connections. We found that when students understood technological tools and how to use them to substantiate their thinking processes and to engage the readers/ viewers, their ePortfolios were richer and more complex in their illustrations of learning. With more experience and further analysis of exemplars of existing portfolios, students became more nuanced in their organization of their ePortfolios, reflecting the messages they conveyed. Metaphors and hypertexts became useful vehicles to move away from linearity and chronology to new organizational modes that better illustrated students’ cognitive processes. In such a community of inquiry, developed within an online learning space, the instructor and peers had an important role in enhancing reflection through scaffolding. We conclude the paper with a call to explore the interactions between viewer/ reader and the materials presented in portfolios as part of learning occasions.Gabriella Minnes BrandesNatasha BoskicAthabasca University PressarticleOnline learning communityhypertextmetaphor as learning toolePortfoliocognitionscaffoldingSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 9, Iss 2 (2008)
institution	DOAJ
collection	DOAJ
language	EN
topic	Online learning community hypertext metaphor as learning tool ePortfolio cognition scaffolding Special aspects of education LC8-6691
spellingShingle	Online learning community hypertext metaphor as learning tool ePortfolio cognition scaffolding Special aspects of education LC8-6691 Gabriella Minnes Brandes Natasha Boskic Eportfolios: From description to analysis
description	In recent years, different professional and academic settings have been increasingly utilizing ePortfolios to serve multiple purposes from recruitment to evaluation. This p aper analyzes ePortfolios created by graduate students at a Canadian university. Demonstrated is how students’ constructions can, and should, be more than a simple compilation of artifacts. Examined is an online learning environment whereby we shared knowledge, supported one another in knowledge construction, developed collective expertise, and engaged in progressive discourse. In our analysis of the portfolios, we focused on reflection and deepening understanding of learning. We discussed students’ use of metaphors and hypertexts as means of making cognitive connections. We found that when students understood technological tools and how to use them to substantiate their thinking processes and to engage the readers/ viewers, their ePortfolios were richer and more complex in their illustrations of learning. With more experience and further analysis of exemplars of existing portfolios, students became more nuanced in their organization of their ePortfolios, reflecting the messages they conveyed. Metaphors and hypertexts became useful vehicles to move away from linearity and chronology to new organizational modes that better illustrated students’ cognitive processes. In such a community of inquiry, developed within an online learning space, the instructor and peers had an important role in enhancing reflection through scaffolding. We conclude the paper with a call to explore the interactions between viewer/ reader and the materials presented in portfolios as part of learning occasions.
format	article
author	Gabriella Minnes Brandes Natasha Boskic
author_facet	Gabriella Minnes Brandes Natasha Boskic
author_sort	Gabriella Minnes Brandes
title	Eportfolios: From description to analysis
title_short	Eportfolios: From description to analysis
title_full	Eportfolios: From description to analysis
title_fullStr	Eportfolios: From description to analysis
title_full_unstemmed	Eportfolios: From description to analysis
title_sort	eportfolios: from description to analysis
publisher	Athabasca University Press
publishDate	2008
url	https://doaj.org/article/d357a2bb80b94408ba52799393bd71e0
work_keys_str_mv	AT gabriellaminnesbrandes eportfoliosfromdescriptiontoanalysis AT natashaboskic eportfoliosfromdescriptiontoanalysis
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Eportfolios: From description to analysis

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