This book focuses on essential findings concerning emerging practices of student learning through the teaching and learning benefits of the electronic portfolio (e Portfolio) in a range of disciplines at Australian universities. It explores the latest research on e Portfolios, teaching quality, future research directions for tertiary learning and teaching, institutional agendas in higher education, and the role that the e Portfolios can play in supporting improvements in pedagogic practice and student outcomes.
Included in these agendas is research into the development of higher education through the technologising of pedagogy, learner identities in discrete disciplines, and the praxis of individual university teachers. The book covers accounts of academic learning success and challenges across current higher education subject areas. By presenting case study accounts of e Portfolio use, it reveals the importance of defining and documenting how we can meaningfully develop learner portfolios in research, teaching and learning at Australian universities. With an intentional research base, the book draws on work conducted inside and outside Australia and highlights how the e Portfolio can help tertiary staff prepare for the impact of a student-created portfolio on teaching, learning, and subsequent academic scholarship.
Cuprins
Chapter 1 Professional learning ecosystem support for e Portfolio use in Australia higher education: An historical perspective.- Chapter 2 Striving for sustainability: e Portfolio pedagogy in Australian higher education.- Chapter 3 Professional development to support the embedding of e Portfolios in higher education programs.- Chapter 4 e Portfolio, assessment and professional skills in the Medical Sciences.- Chapter 5 e Portfolios and the development of student career identity within a community of practice: Academics as facilitators and guides.- Chapter 6 e Portfolios in a music faculty: Student differentiations, applications and uses.- Chapter 7 The roles and features of e Portfolios in two Australian Initial Teacher Education degree programs.- Chapter 8 Mindful collections: Purposeful e Portfolios planned across an undergraduate degree.- Chapter 9 Embedding e Portfolios in a postgraduate medical sonography program.- Chapter 10 Perceived usefulness and relevance of e Portfolios in the creative arts: Investigating student views.- Chapter 11 A strategic approach to institution-wide implementation of e Portfolios.- Chapter 12 Building professional capabilities: e Portfolios as developmental ecosystems.
Despre autor
Dr Jennifer Rowley is an Associate Professor at the University of Sydney. She has worked in higher education since 1993 and is committed to enhancing students’ learning experiences through evolving and effective pedagogic practice. Her specialisations are e Learning (its design and use for learning engagement); the use of e Portfolios for enhancing student learning; social, professional and identity issues for practice (concerns of beginning professionals, graduate professional capabilities, behaviour management, cultural diversity, social justice and equity); secondary and tertiary Teaching and Learning and gifted education. Jennifer currently lectures in pedagogy and curriculum; educational and developmental psychology; behaviour management and social and professional issues for music teachers at the Sydney Conservatorium of Music, University of Sydney. Her research interests are in professional learning and how the individual cognitive, social, emotional and behavioural needs of all learners can be met in a diverse range of educational and technology settings. Jennifer has published on various aspects of teaching and learning in higher education and has been awarded two Australian Government funded research grants to investigate the effectiveness of e Portfolios.
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