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dc.contributor.authorBlom, D.
dc.contributor.authorRowley, J.
dc.contributor.authorBennett, Dawn
dc.contributor.authorHitchcock, M.
dc.contributor.authorDunbar-Hall, P.
dc.contributor.editorCiussi, M., & Augier, M.
dc.date.accessioned2017-01-30T12:34:23Z
dc.date.available2017-01-30T12:34:23Z
dc.date.created2013-11-28T20:00:49Z
dc.date.issued2013
dc.identifier.citationBlom, Diana and Rowley, Jennifer and Bennett, Dawn and Hitchcock, Matthew and Dunbar-Hall, Peter. 2013. Two-way impact: Institutional e-learning policy/educator practices in creative arts through ePortfolio creation, in Ciussi, M. and Augier, M. (ed), Proceedings of the 12th European Conference on e-Learning ECEL-2013, Oct 30-31 2013, pp. 33-40. Sophia Antipolis, France: SKEMA Business School.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/22927
dc.description.abstract

While tertiary institutions in Australia are embracing e-learning and urging, or making compulsory, some use by academics, it is often the educators themselves who engage with innovative e-learning approaches. These approaches, in turn, influence others in the institution and the institution’s thinking on e-learning. This paper focuses on the introduction or extension of ePortfolio usage into four creative arts departments in Australian universities. Each creative arts educator adopted the ePortfolio for a different purpose – music performance, theatre performance, music technology, music teacher training, professional writing - and in doing so has influenced, or at least is being monitored by, their university. All four projects have resulted in growth, development and enrichment of teaching and learning because of the ePortfolio’s facility to engage students in such activities as reflection, ongoing student-teacher dialogue, collaborative essay writing, peer evaluation, identity formation, long-term career planning, and, in doing so, to influence institutional curriculum design and e-learning policy.The researchers wanted to assess the use of ePortfolio for creative arts students in how they could appropriately document skills, competencies and graduate attributes learnt during their degree programs for career readiness. Literature notes institutional interest in ePortfolios for purposes including career preparation (Reese and Levy, 2009); demonstrating and assessing student learning (Jafuri, 2004); academic advising (Reese and Levy, 2009); and addressing public accountability concerns (Lorenzo and Ittelson, 2005a) by facilitating internal and external departmental review and accreditation (Reese and Levy, 2009). Within the four creative arts departments of our study the two-way impact between institution and educator is discussed. The findings of this study will inform future development of curriculum, policy and practice for creative arts students and academics in a variety of tertiary institutions. ePortfolios provide an efficient and transparent means to archive and access student work, and facilitate internal and external departmental review and broader institutional assessment.

dc.publisherEuropean Conference on e-Learning
dc.subjectreflexive practice
dc.subjectcurriculum enhancement
dc.subjectcreative arts
dc.subjectePortfolio
dc.subjecte-learning policy
dc.titleTwo-way impact: Institutional e-learning policy/educator practices in creative arts through ePortfolio creation
dc.typeConference Paper
dcterms.source.titleProceedings of the 12th European Conference on e-Learning ECEL-2013
dcterms.source.seriesProceedings of the 12th European Conference on e-Learning ECEL-2013
dcterms.source.conference12th European Conference on e-Learning ECEL-2013
dcterms.source.conference-start-dateOct 30 2013
dcterms.source.conferencelocationSophia Antipolis, France
dcterms.source.placeSonning Common, England
curtin.note

Copyright © 2013 D. Blom, J. Rowley, D. Bennett, M. Hitchcock, P. Dunbar-Hall. All Rights Reserved. No reproduction, copy or transmission may be made without written permission from the individual authors.

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curtin.accessStatusOpen access


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