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Bridging the Gap
ePortfolios, Developing a Community of Practice Model
in Support of Lifelong Learning
Josh Yavelberg
21st
Century
•Academically Adrift
•STEM
•A Whole New Mind
Partnership
for 21st
Century
Skills
•Core Subjects and
21st
Century Themes
•Learning and
Innovation Skills
•Life and Career
Skills
•Information, Media,
and Technology
Skills
Partnership
for 21st
Century
Skills
•Core Subjects and
21st
Century Themes
Global Awareness
Financial,
Economic, Business
and Entrepreneurial
Lit.
Civic Lit.
Health Lit.
Environmental Lit.
Partnership
for 21st
Century
Skills
•Learning and
Innovation Skills
Creativity and
Innovation
Critical Thinking
and Problem Solving
Communication and
Collaboration
Partnership
for 21st
Century
Skills
•Life and Career
Skills
Flexibility and
Adaptability
Initiative and Self
Direction
Social and Cross
Cultural Skills
Productivity and
Accountability
Leadership and
Responsibility
Partnership
for 21st
Century
Skills
•Information, Media,
and Technology Skill
Information Lit.
Media Lit.
Information,
Communications and
Technology (ICT)
Lit.
Partnership
for 21st
Century
Skills
ePortfolios
•Reflect
•Assess
•Showcase
•Critique
ePortfolios
A
R
T
Studio Thinking
Develop Craft
Engage
and
Persist
Envision
Express
O
bserve
Reflect
Stretch and
Explore
Understand The Art
World
A
R
T
Framework
Model for Integration
Guidance
Guidance
Collaboration
Collaboration
ePortfolios as a vehicle to foster communities of practice in education
Communities of Practice
Purpose:
“To create, expand, and exchange knowledge,
and to develop individual capabilities” (Wenger, 2002, page 42)
How does this relate?
• Faculty = Community Coordinators
• Foundations faculty must initiate members,
and develop 21st
century skills necessary to be
connected, involved, and successful:
– Creativity and innovation
– Critical thinking and problem solving
– Communication and collaboration
Is it working?
• Currently… no
• Caught in a “Vicious Cycle” rather than a
“Virtuous Cycle” (Wenger, 2002, p. 165)
• Degrees of community participation (a
common theme with online platforms)
– Lurkers
– Contributors
– Creators
• Limited scope of this particular pilot platform
Works Cited:
• Arum, R. & Roksa, J. (2011). Academically adrift : limited learning on college 
campuses. Chicago: University of Chicago Press.
• Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New
York: Harper and Row.
• Efland, A. (2002). Art and cognition : integrating the visual arts in the curriculum  .
New York; Reston VA: Teachers College Press; National Art Education Association.
• Eisner, E. (2002). The arts and the creation of mind. New Haven: Yale University
Press.
• Gardner, H. (1982). Art, mind, and brain. New York: Basic Books.
• Hetland, L., Winner, E., Veenema, S., & Sheridan, K. (2007). Studio thinking : the 
real benefits of visual arts education. New York: Teachers College Press.
• Partnership for 21st
Century Skills: p21.org
• Pink, D. (2005). A whole new mind : moving from the information age to the 
conceptual age. New York: Riverhead Books.
• Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of
practice a guide to managing knowledge. Boston, Mass.: Harvard Business School
Press. Retrieved from http://www.books24x7.com/marc.asp?bookid=3483
• Yavelberg, J. (2011). Bridging the gap: concepts for integrating portfolio technology
into the studio art curriculum to develop 21st
century skills. Unpublished Paper
Josh Yavelberg
FlyingCloudSolutions.com or ArtHistorySurvey.com
josh@yavelbergstudios.com

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