Audience, integrity, and the living document: eFolio Minnesota and lifelong and lifewide learning with ePortfolios
Computers & Education Volume 51, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd
Policies and programs focused on using ePortfolios to support lifelong and lifewide learning should be informed by research. This article presents the results from research on eFolio Minnesota, a project that makes ePortfolio software available to all residents of the State of Minnesota in the United States. The most active portfolio authors of all ages are using eFolio for a wide range of interconnected purposes, with educational planning at the center, over time in multiple roles as students, educators, and workers. In the process of composing a portfolio, the authors who say eFolio has had a highly significant impact on their learning move from an experimental stage into a living document stage. In this second stage, authors are likely to have a strong sense of and connection to audience, real and imagined, and to see their portfolios as having integrity, as being faithful representations of their lives across roles and over time. Portfolio projects committed to supporting learning throughout life should enable access, foreground planning, promote findability, cultivate audiences, capture activity, enable layering, foreground the personal, cultivate collaborative contexts, and promote integral introductions.
Cambridge, D. (2008). Audience, integrity, and the living document: eFolio Minnesota and lifelong and lifewide learning with ePortfolios. Computers & Education, 51(3), 1227-1246. Elsevier Ltd.
- adult learning
- Computer Software
- Computer Uses in Education
- computer-mediated communication
- Educational Planning
- Educational Research
- lifelong learning
- Portfolio Assessment
- Portfolios (Background Materials)
- post-secondary education
- Teaching/Learning Strategies
Cited ByView References & Citations Map
Maarten van Wesel, Maastricht University; Anouk Prop & Anouk Prop
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 34, No. 3 (Apr 06, 2009)
Kathryn Wozniak & Jose Zagal, DePaul University, United States
EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 2082–2087
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