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ePortfolios as a Tool for Integrative Learning: Building Classroom Practices that Work

ePortfolios as a Tool for Integrative Learning: Building Classroom Practices that Work

Becky Boesch, Candyce Reynolds, Judith Patton
Copyright: © 2016 |Pages: 26
ISBN13: 9781466696341|ISBN10: 1466696346|EISBN13: 9781466696358
DOI: 10.4018/978-1-4666-9634-1.ch021
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MLA

Boesch, Becky, et al. "ePortfolios as a Tool for Integrative Learning: Building Classroom Practices that Work." Handbook of Research on Applied Learning Theory and Design in Modern Education, edited by Elena A. Railean, et al., IGI Global, 2016, pp. 439-464. https://doi.org/10.4018/978-1-4666-9634-1.ch021

APA

Boesch, B., Reynolds, C., & Patton, J. (2016). ePortfolios as a Tool for Integrative Learning: Building Classroom Practices that Work. In E. Railean, G. Walker, A. Elçi, & L. Jackson (Eds.), Handbook of Research on Applied Learning Theory and Design in Modern Education (pp. 439-464). IGI Global. https://doi.org/10.4018/978-1-4666-9634-1.ch021

Chicago

Boesch, Becky, Candyce Reynolds, and Judith Patton. "ePortfolios as a Tool for Integrative Learning: Building Classroom Practices that Work." In Handbook of Research on Applied Learning Theory and Design in Modern Education, edited by Elena A. Railean, et al., 439-464. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-9634-1.ch021

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Abstract

ePortfolios are being used throughout the world as a way to engage students more deeply in their learning, encourage integrative learning, and provide more authentic assessment for courses, programs and institutions. While ePortfolios have great potential, instructors need to provide opportunities to create meaningful products. This chapter describes a model that provides a framework for developing classroom practices that promote integrative and deep learning. Four practices, reflection, making connections, life-long learning, and communication, serve as the base for a successful course ePortfolio assignment. Recommendations about how to introduce ePortfolios into courses and programs are offered. The chapter concludes with a discussion of recommendations for practice.

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