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    Electronic portfolios and learner identity: an ePortfolio case study in music and writing

    234642_234642.pdf (449.7Kb)
    Access Status
    Open access
    Authors
    Bennett, Dawn
    Rowley, J.
    Dunbar-Hall, P.
    Hitchcock, M.
    Blom, D.
    Date
    2014
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Bennett, D. and Rowley, J. and Dunbar-Hall, P. and Hitchcock, M. and Blom, D. 2014. Electronic portfolios and learner identity: an ePortfolio case study in music and writing. Journal of Further and Higher Education. 40 (1): pp. 107-124.
    Source Title
    Journal of Further and Higher Education
    DOI
    10.1080/0309877X.2014.895306
    ISSN
    0309-877X
    School
    Research and Creative Production
    Remarks

    This is an Author's Original Manuscript of an article published by Taylor & Francis in Journal of Further and Higher Education on 11/06/2014 available online at <a href="http://www.tandfonline.com/10.1080/0309877X.2014.895306">http://www.tandfonline.com/10.1080/0309877X.2014.895306</a>

    URI
    http://hdl.handle.net/20.500.11937/18347
    Collection
    • Curtin Research Publications
    Abstract

    Although the employability of graduates is of concern across further and higher education it is particularly problematic in the arts disciplines, from which few students transition to a traditional, full-time position. Arts graduates shape their work to meet personal and professional needs, and the successful negotiation of this type of career requires a strong sense of identity and an awareness of diverse opportunities. The challenge for educators is how we might develop these capacities whilst being mindful of students' dreams, which are often focused on artistic excellence and recognition. This paper reports findings from a collaborative study undertaken at four Australian universities. With a focus on developing an electronic portfolio (eP), the study involved students in classical and contemporary music, music education, music technology, creative writing and professional writing. The combination of music and writing provided points of comparison to identify issues specific to music, and those that might apply more generally. This paper reports findings related to learner identity, drawing evidence from survey and interview data. The study, which was driven by the learning process rather than the technological tool, revealed that students' use of eP transitions from archive to self-portrait. Moreover, the eP emerged as a vehicle through which identity is negotiated and constructed. Indeed, the process of developing of an eP prompted students to adopt future-oriented thinking as they began to redefine their learning in relation to their future lives and careers. These findings were common to all students, regardless of discipline or technological platform. © 2014 © 2014 UCU.

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