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Enabling Professional Development with E-Portfolios: Creating a Space for the Private and Public Self

Enabling Professional Development with E-Portfolios: Creating a Space for the Private and Public Self

Simon Lygo-Baker, Stylianos Hatzipanagos
Copyright: © 2012 |Volume: 2 |Issue: 1 |Pages: 16
ISSN: 2155-6873|EISSN: 2155-6881|EISBN13: 9781466613737|DOI: 10.4018/ijopcd.2012010103
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MLA

Lygo-Baker, Simon, and Stylianos Hatzipanagos. "Enabling Professional Development with E-Portfolios: Creating a Space for the Private and Public Self." IJOPCD vol.2, no.1 2012: pp.37-52. http://doi.org/10.4018/ijopcd.2012010103

APA

Lygo-Baker, S. & Hatzipanagos, S. (2012). Enabling Professional Development with E-Portfolios: Creating a Space for the Private and Public Self. International Journal of Online Pedagogy and Course Design (IJOPCD), 2(1), 37-52. http://doi.org/10.4018/ijopcd.2012010103

Chicago

Lygo-Baker, Simon, and Stylianos Hatzipanagos. "Enabling Professional Development with E-Portfolios: Creating a Space for the Private and Public Self," International Journal of Online Pedagogy and Course Design (IJOPCD) 2, no.1: 37-52. http://doi.org/10.4018/ijopcd.2012010103

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Abstract

Portfolios have been used for assessment in higher education as an alternative to exams and assignments. E-portfolios offer staff a digital technology that can be both a personalised learning space, owned and controlled by the learner, and a presentation tool which can be used for formal assessment purposes. However, this can result in a tension between process and product, where e-portfolios become electronic repositories of resources that simply tick boxes for career progression. The paper reports on a project that investigated the use of e-portfolios by teaching practitioners developing a critical portfolio of evidence for an award-bearing academic development programme. An e-portfolio had been adopted to address criticisms that conventional assessment fails to take account of the context in which teaching practitioners operate. The project aimed to enable teaching practitioners to access and gain familiarity with pedagogically sound e-portfolio opportunities. In addition, it aimed to foster a reflective approach, promote critical thinking focused on learning and teaching and enhance continuing professional development.

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