(1782)EFFECTIVE USE OF E-PORTFOLIOS AS A MEASUREMENT OF THELEARNING JOURNEY IN A GRADUATE EDUCATION STRUCTUREDPHD PROGRAM, ED4LIFE

摘要

E-portfolios are a relatively new development on the education scene. E-portfolios offer many benefitsto learners providing an opportunity to display knowledge outside of a static transcript as is the casewith the traditional paper-based counterparts. With the emergence of Web 2.0 tools, learners can nowadd extra dimension to their portfolio work;;wikis can hyperlink to web-pages and video clips;;figuresand presentations can be enriched with voice overs, reflections can be recorded using voice as analternative to written;;all methods having the common goal of enhancing the reader experience andtruly documenting the learners learning. Portfolio work is best viewed as a continuum;;it is work inprogress and can evolve over a period of time. The expressions of learning in an e-portfolio can rangefrom lower order thinking skills such as a PowerPoint presentation to higher order thinking skills asseen in a wiki, a blog acting as a reflective journal or a podcast. To align with learning, it offersstudents the opportunity to self- assesses and record their learning experiences. As learners createtheir own electronic portfolios, their unique voice should be evident from navigating the portfolio,reading the reflections, watching the clips or listening to the podcast. From a graduate perspective, eportfolios are a display of competencies, skills and personal attributes that increase a student’semployability prospects.This paper reviews the use of e-portfolios in a newly developed Structured PhD program calledEd4Life. We discuss the goals of the e-portfolio and outline the steps and measures taken to fullyengage students in the development of their e-portfolios.We examine the e-portfolio’s infrastructure, its pedagogical significance, and discuss the steps takento engage students in reflection on their work and take ownership of their personal learning space. Wealso examine the student experience and feedback of the process. We question the effective use of eportfolios in graduate education and review how Curtin’s attributes (e.g. communication skills, thinkingand professional skills) can be documented and truly measured.