A Reflection upon Capstone ePortfolio Projects and Their Alignment with Learning Theories

Autor/in	Zuba Prokopetz, Rita
Titel	A Reflection upon Capstone ePortfolio Projects and Their Alignment with Learning Theories
Quelle	In: International Journal of ePortfolio, 12 (2022) 1, S.1-15 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2157-622X
Schlagwörter	Portfolios (Background Materials); Electronic Publishing; Technology Uses in Education; Educational Technology; Alignment (Education); Learning Theories; English (Second Language); Second Language Learning; Foreign Countries; Capstone Experiences; Adult Education; Canada + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Learning theory; Lerntheorie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Kanada
Abstract	ePortfolios, initially viewed as a technology in 1990s, gathered momentum a decade later and began to position themselves as a powerful pedagogy in education. Experience over three years with five groups of intermediate-level English as a second language learners (before and during the pandemic) has cemented the notion that the core value of an ePortfolio is predicated on the ability of the students to become aware of their learning history. A blended course (with a capstone project in the fifth and final module) developed for a learning center in Canada helped make visible student engagement during peer-feedback interactions which led to critical reflection throughout the ePortfolio development process. In this paper, I (a language instructor) share direct practical experience implementing ePortfolios as a capstone project in five iterations of a blended course with five stand-along modules. I also describe the evidence-based theoretical constructs undergirding the development of the projects and the interconnectedness with ePortfolio learning episodes in the designing, developing, and evaluating stages of the capstone project. As a robust field of inquiry and a digital transformation pedagogy, ePortfolio projects are part of a growing movement in the field of education. They are a substrate for a variety of learning behaviours among students, demonstrate alignment with some of the learning theories, and capacitate instructor and student philosophical positioning. (As Provided).
Anmerkungen	Center for Teaching and Learning, University of Georgia. North Instructional Plaza, University of Georgia, Athens, GA 30602. e-mail: ijep@vt.edu; Web site: http://www.theijep.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01