Book chapter 2013

Creating an Authentic Space for a Private and Public Self through E-Portfolios

LS
Lygo-Baker, Simon
 HS
Hatzipanagos, Stylianos
Advanced Research in Adult Learning and Professional Development: Tools, Trends, and Methodologies
Journal · pp. 197-223
Abstract

The chapter reports work that investigated the use of e-portfolios developed by teaching practitioners as part of an award-bearing academic development programme in the UK. The project aimed to enable teaching practitioners to access and gain familiarity with pedagogically sound e-portfolio opportunities. The project was designed to foster a reflective approach, promote critical thinking focused on learning and teaching, and enhance continuing professional development. The outcomes of this project are discussed in terms of an appreciation of e-assessment by the teaching practitioners involved, recommendations for an e-portfolio environment that uses technology enhanced learning resources to foster a reflective approach that can enable and enhance continuous professional development for academic staff. © 2014 by IGI Global. All rights reserved.

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Author Affiliations
University of Surrey, Guildford, Surrey, United Kingdom
King's College London, London, United Kingdom
Funding & Acknowledgements
No funding information
References 10 References
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5 Becher, Tony, The Learning Professions, Studies in Higher Education, 21, 1, pp. 43-55, (1996)
6 Impact Study of E Portfolios on Learning, (2007)
7 E Portfolios in Post 16 Learning in the Uk Developments Issues and Opportunities, (2005)
8 Teaching for Quality Learning at University, (1999)
9 Black, Paul J., Formative assessment: Views through different lenses, Curriculum Journal, 16, 2, pp. 133-135, (2005)
10 Brandes, Gabriella Minnes, Eponfolios: From description to analysis, International Review of Research in Open and Distance Learning, 9, 2, (2008)
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