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An Emergent Typology of Use of
    Evidence in ePortfolios

              ePortfolio Conference
              University o...
Our ePortfolio Team

    Juliet Blank-Godlove, Director of Leadership Education and
     Development
    Darren Cambridg...
Project Background

    Cohort 3 Member of I/NCEPR: Using E-Portfolios to
     Integrate Curricular and Co-Curricular Lea...
An Emergent Typology of Use of
Evidence in ePortfolios

    Characteristics of item used as evidence
     –    Agency
   ...
An Example: Richard Zepp’s ePortfolio
Summary

    Goal: Understanding how portfolio authors use
     evidence
    Central Question: What are the implications...
An Emergent Typology of Use of Evidence in ePortfolios
An Emergent Typology of Use of Evidence in ePortfolios
An Emergent Typology of Use of Evidence in ePortfolios
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An Emergent Typology of Use of Evidence in ePortfolios

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A presentation at the St. Jerome's ePortfolio Conference in July 2008

Publicado en: Educación, Empresariales
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An Emergent Typology of Use of Evidence in ePortfolios

  1. 1. An Emergent Typology of Use of Evidence in ePortfolios ePortfolio Conference University of Waterloo July 8th 2008
  2. 2. Our ePortfolio Team   Juliet Blank-Godlove, Director of Leadership Education and Development   Darren Cambridge, Asst. Professor, New Century College   Kara Danner, Director, Portal Communications   Kimberly Eby, Assc. Provost for Faculty Development/Director, CTE   Heather Hare, Asst. Director, Center for Leadership and Community Engagement   Julie Owen, Asst. Professor, New Century College   Lesley Smith, Assc. Professor, New Century College
  3. 3. Project Background   Cohort 3 Member of I/NCEPR: Using E-Portfolios to Integrate Curricular and Co-Curricular Learning   Portfolio contexts: Integrative approach to learning with specific attention to classroom-based, experiential, and co-curricular learning   NCC and portfolio-based assessment   Intentional collaboration with University Life   Small data sets over two cohorts (spring ’07; spring ’08); additional cohort beginning in fall ‘08
  4. 4. An Emergent Typology of Use of Evidence in ePortfolios   Characteristics of item used as evidence –  Agency –  Media   Purpose of incorporating evidence –  Rhetorical Function –  Object   Characteristics of associated learning activities –  Sponsorship –  Participation
  5. 5. An Example: Richard Zepp’s ePortfolio
  6. 6. Summary   Goal: Understanding how portfolio authors use evidence   Central Question: What are the implications of evidence selection and use for integration, learning, and student engagement?   Application: Emergent typology will help us guide learners in the effective, intentional use of evidence and develop frames for further empirical evaluation.   Feedback: We welcome your suggestions and comments

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