Documenting Learning with ePortfolios

A Guide for College Instructors

Nonfiction, Reference & Language, Education & Teaching, Higher Education
Cover of the book Documenting Learning with ePortfolios by Tracy Penny Light, Helen L. Chen, John C. Ittelson, Wiley
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Author: Tracy Penny Light, Helen L. Chen, John C. Ittelson ISBN: 9781118204962
Publisher: Wiley Publication: November 18, 2011
Imprint: Jossey-Bass Language: English
Author: Tracy Penny Light, Helen L. Chen, John C. Ittelson
ISBN: 9781118204962
Publisher: Wiley
Publication: November 18, 2011
Imprint: Jossey-Bass
Language: English

Documenting Learning with ePortfolios

Documenting Learning with ePortfolios provides higher education instructors with a theory-to-practice approach to understanding the pedagogy behind ePortfolios and to helping students use them to record and reflect on their learning in multiple contexts. The authors outline a framework of six critical iterative tasks to undertake when implementing ePortfolios for student success. Filled with real-life models of successful ePortfolio projects, the book also includes guidance for faculty development to support the use of ePortfolios and covers the place of ePortfolios in institutional assessment efforts. Finally, the authors offer considerations for deciding on which technological tools to deploy in implementing a successful ePortfolio initiative.

"These authors achieve the very rare accomplishment of combining their years of practical experience, broad conceptual and research underpinnings, and incredibly useful examples and applications into a single, concise volume for enhancing student learning through an ePortfolio approach to our shared educational purpose."
—TERREL L. RHODES, vice president, Office of Quality, Curriculum, and Assessment, Association of American Colleges and Universities

"Educators keep asking for more information about how to use electronic portfolios. This book provides answers, guidelines, examples, and scholarly insights about learning based in the wisdom of the ePortfolio community of practice—what a powerful addition to our collective knowledge! I am thankful to the authors for this boost to our field and for providing a blueprint for implementers to follow."
—TRENT BATSON, executive director, The Association for Authentic, Experiential and Evidence-Based Learning

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Documenting Learning with ePortfolios

Documenting Learning with ePortfolios provides higher education instructors with a theory-to-practice approach to understanding the pedagogy behind ePortfolios and to helping students use them to record and reflect on their learning in multiple contexts. The authors outline a framework of six critical iterative tasks to undertake when implementing ePortfolios for student success. Filled with real-life models of successful ePortfolio projects, the book also includes guidance for faculty development to support the use of ePortfolios and covers the place of ePortfolios in institutional assessment efforts. Finally, the authors offer considerations for deciding on which technological tools to deploy in implementing a successful ePortfolio initiative.

"These authors achieve the very rare accomplishment of combining their years of practical experience, broad conceptual and research underpinnings, and incredibly useful examples and applications into a single, concise volume for enhancing student learning through an ePortfolio approach to our shared educational purpose."
—TERREL L. RHODES, vice president, Office of Quality, Curriculum, and Assessment, Association of American Colleges and Universities

"Educators keep asking for more information about how to use electronic portfolios. This book provides answers, guidelines, examples, and scholarly insights about learning based in the wisdom of the ePortfolio community of practice—what a powerful addition to our collective knowledge! I am thankful to the authors for this boost to our field and for providing a blueprint for implementers to follow."
—TRENT BATSON, executive director, The Association for Authentic, Experiential and Evidence-Based Learning

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