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Tinker, Amanda; Kannara, Vidya (2016)
Languages: English
Types: Unknown
Subjects: LB2300, N1, QA75
Within Higher Education, e-portfolios are associated with capturing Personal Development Planning\ud (PDP) activity, progression, reflection, articulation of learning and achievement (JISC, 2008). Clegg\ud and Bradley (2006) recognise three distinct PDP modes: academic, professional and employability,\ud which have been applied within an e-portfolio context (Frith, 2010). Other researchers (Barnett,\ud 2000; Moore, 2001) characterise e-portfolios as inward or outward facing whilst Barrett (2011)\ud considers the “two faces” of an e-portfolio (process and product) and the balance between them.\ud Multiple, often dichotomous, models are prevalent and achieving a single definition has been\ud described as “fraught with difficulty“(Strivens & Ward, 2010), together with the added complexity of\ud discipline specific requirements.\ud Informed by case studies and focus group analysis of academic and student practices and\ud perceptions, this presentation introduces a progressive visual model, depicting integration of an eportfolio\ud within the student journey from pre-enrolment to graduation and beyond. Hinged upon\ud the idea of ownership, identity formation and the ‘curated showcase’, the e-portfolio moves from a\ud predominately academically-focused, private space to become increasingly outward facing and\ud employability focused, with different inputs, influences, audiences and purposes at different points\ud in time. This model was developed within the creative arts, which offers an additional perspective\ud based upon the long established tradition of a physical portfolio of work; however, it can translate\ud and be adapted to other subject disciplines. The project findings and visual model will be presented\ud for discussion and participants will consider how this might apply to their own context and the\ud development of their students’ professional identity.
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