E-portfolio+development

**E-portfolio development in a community-based learning course**

Kathryn Wozniak, Instructor, DePaul University kwoznia1@depaul.edu] Jose Zagal, Assistant Professor, DePaul University jzagal@cdm.depaul.edu]



**Keywords:** ePortfolio, community-based, digital, faculty, students

**Track:** Student development and learning

**Format:** Research paper

**Date & time: **Friday 10:50-12:00

**Location:** Salon 6

**Summary:**While research has focused on the cognitive and meta-cognitive benefits of using ePortfolios in an educational context, more research is needed on the use of ePortfolios in community-based learning environments. ePortfolio systems easily allow users to reflect upon and share what they have learned with a broader public, but the degree to which students’ professional, academic, and personal lives as it relates to their work within communities is unclear.

Our objectives for this preliminary phase of research were to (1) better understand how students and faculty integrate ePortfolios in a community-based learning course (2) identify the particular strengths, weaknesses, and challenges posed by ePortfolios in this environment, and (3) identify the ways that ePortfolios can be used for community-based learning in other educational environments. This study is part of a larger research project that aims to improve educational intervention, through the use of the ePortfolio, in ways that can be broadly adopted by schools and universities. Sharing this research may help educational institutions manage assessment of the impact of community work through the use of an ePortfolio system. A better understanding of the factors that influence learning in community-based learning contexts, together with a better understanding of the role digital environments can play, will facilitate the development of programs and systems for improving the educational experience.

**References:** Acosta, T. & Liu, Y. (2006). ePortfolios: Beyond assessment. In A. Jafari, & C. Kaufman (Eds.), //Handbook of Research on ePortfolios //(pp. 15-23)//. // Hershey, PA: Idea Group.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Barrett, H. (Mar 2007). Researching electronic portfolios and learner engagement: The REFLECT initiative. //Journal of Adolescent and Adult Literacy, 50// (6), 436-449.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Cambridge, D. (2008). Audience, integrity, and the living document: eFolio Minnesota and lifelong and lifewide learning with ePortfolios. //Computers and Education, 51,// 1227-1246.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Clark, J. E. (2009) E-portfolios at 2.0: Surveying the field. //Peer Review 11//, (1), 18-23. Retrieved from []

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Lave, J. & Wenger, E. (1991). //Situated learning: Legitimate peripheral participation.// Cambridge: Cambridge U.P.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. //Educational Researcher// //27//, 4-13.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Tosh, D., Werdmuller, B., Chen, H.L., & Light, T.P. (2006). Learning landscape: A conceptual framework for ePortfolios. <span style="font-family: Arial,Helvetica,sans-serif;">In A. Jafari, & C. Kaufman (Eds.), //Handbook of Research on ePortfolios// (pp. 24-32)//<span style="font-family: Arial,Helvetica,sans-serif;">. //<span style="font-family: Arial,Helvetica,sans-serif;"> Hershey, PA: Idea Group.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Yancey, K.B. (2009) Electronic portfolios a decade into the 21st century: What we know, what we need to know. //Peer Review, 11// (1), 28-32. Retrieved from [|http://www.aacu.org/peerreview/pr- wi09/documents/Peer_Review_Winter_2009.pdf]

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