The evolved landscape of ePortfolios: Current values and purposes of academic teachers and curriculum designers

Jennifer Rowley; Jennifer Munday

doi:10.21153/jtlge2018vol9no1art669

Authors

Jennifer Rowley usyd http://orcid.org/0000-0003-3756-5438
Associate Professor Jennifer Munday csu http://orcid.org/0000-0002-0029-9677

DOI:

https://doi.org/10.21153/jtlge2018vol9no1art669

Keywords:

ePortfolios, reflective practice, digital literacies, higher education

Abstract

As ePortfolios are increasingly being used in universities to help develop self-reflective practitioners, academic teachers and students need to develop the skills and processes required to implement them. During 2015, a series of webinars was presented by a cross-university team to provide professional development for academic teachers, curriculum designers and other staff interested in initiating or extending ePortfolio learning in their institutions. A survey was conducted with participants to gauge the depth of understanding and use of ePortfolios in degree programs. The survey aimed to clarify participants’ perception of the value of ePortfolio tools in Australian universities, and to identify future directions for developing knowledge and learning related to ePortfolios. Through the survey questions participants were able to provide information anonymously about their knowledge and use of ePortfolios. Respondents were also invited to be interviewed. Nine interviews, conducted in 2016, explored ePortfolio-users’ opinions of the learning tool. The results indicate that teachers’ use of the ePortfolio as a learning tool has evolved beyond that reported in the current literature. Furthermore, when used for reflection, assessment and documenting professional standards, the ePortfolio tool contributes to the students’ development of skills required to transition to future careers.

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Author Biographies

Jennifer Rowley, usyd

JENNIFER ROWLEY, PhD, is an Associate Professor in Music Education with special interests in the areas of learning technologies; cognitive and behavioral development; learning and teaching in higher education; identity development for graduates; and the impact of eLearning on student engagement. Jennifer lectures in pedagogy and curriculum; cognitive and adolescent development; and social and professional issues for musicians and teachers: she is committed to students’ professional learning and how individual cognitive, social, emotional, and behavioral needs of all learners can be met in a diverse range of educational settings, including the digital environment. Ensuring graduates develop a salient identity understanding the changing nature of today’s workplace is one of her passions. Research-enhanced learning and teaching inform her research and teaching practice. Jennifer presents at national and international conferences and publishes on the use of new and digital technologies.
Associate Professor Jennifer Munday, csu

JENNIFER MUNDAY, PhD, is a Senior Lecturer at Charles Sturt University (CSU), Australia’s largest regional University. She has been teaching in the disciplines of Creative Arts, and Technology, for many years. Jennifer’s academic work and contribution are “focused on Innovation” (University Strategy 2013- 2016) and she has built a reputation within and beyond the CSU community as progressive in online, flexible, and distance education. Her contributions include publication and investigation in the scholarship of teaching in online learning, particularly in regard to the value of ePortfolios and reflective practice. She is a Senior Fellow of the Higher Education Academy.

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