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    Knowledge Sharing: Exploring Institutional Policy and Educator Practice Through Eportfolios In Music And Writing

    226773_158262_The_Electronic_Journal_of_e-Learning_Bennett.pdf (377.3Kb)
    Access Status
    Open access
    Authors
    Blom, D.
    Rowley, J.
    Bennett, Dawn
    Hitchcock, M.
    Dunbar-Hall, P.
    Date
    2014
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Blom, D. and Rowley, J. and Bennett, D. and Hitchcock, M. and Dunbar-Hall, P. 2014. Knowledge Sharing: Exploring Institutional Policy and Educator Practice Through Eportfolios In Music And Writing. Electronic Journal of E-Learning. 12 (2): pp. 138-148.
    Source Title
    Electronic Journal of E-Learning
    ISSN
    1479-4403
    Faculty
    Faculty of Humanities
    URI
    http://hdl.handle.net/20.500.11937/3732
    Collection
    • Curtin Research Publications
    Abstract

    Many higher education institutions have embraced e-Learning and urge, or make compulsory, engagement by academics. Despite this, it is often the educators themselves who take the initiative to engage with innovative e-learning approaches. These approaches, in turn, can influence both peer- and institution-wide thinking about e-Learning. This paper focuses on the introduction or extension of ePortfolios within the creative arts at four Australian universities. Each educator adopted the ePortfolio for a different purpose, and in doing so has influenced, or is at least being monitored by, their university. All four studies have resulted in the 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, and the documentation of skills, competencies and graduate attributes for career awareness and employability. In sharing this knowledge the studies have also influenced curriculum design and e-learning policy. The academic literature notes institutional interest in ePortfolios in relation to career preparation, demonstrating and assessing student learning, academic advising, and addressing public accountability concerns by facilitating internal and external departmental review and accreditation. Within this paper we discuss the bi-directional impact and sharing of knowledge about ePortfolio use as it occurs between institution and educator. The study findings inform future development of curriculum, policy and practice for creative arts students and academics in a variety of higher education settings. Further, the findings suggest that ePortfolios provide an efficient and transparent means to archive and access student work, and that they facilitate internal and external departmental review and broader institutional assessment. © ACPIL

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    • Two-way impact: institutional e-learning policy/educator practices in creative arts through ePortfolio creation
      Blom, D.; Rowley, J.; Bennett, Dawn; Hitchcock, M.; Dunbar-Hall, P. (2013)
      Many higher education institutions have embraced e-Learning and urge, or make compulsory, engagement by academics. Despite this, it is often the educators themselves who take the initiative to engage with innovative ...
    • Two-way impact: Institutional e-learning policy/educator practices in creative arts through ePortfolio creation
      Blom, Diana; Rowley, J.; Bennett, Dawn; Hitchcock, M.; Dunbar-Hall, P. (2013)
      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 ...
    • Exploring the pedagogy and impact of technology on ePortfolio creation for Arts students in Australian tertiary study
      Rowley, J.; Bennett, Dawn ; Blom, D.; Dunbar-Hall, P.; Hitchcock, M. (2014)
      The creative application and development of an ePortfolio as a pedagogic innovation in learning and teaching in higher education lies in strategies acquired by students to select authentic evidence to document achievements ...
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