Abstract
For many teaching staff in higher education ePortfolios are an innovation. Literature on ePortfolios recognizes them as beneficial to teaching practice, pedagogical thinking, curriculum design, and implementation of teaching strategies across a broad range of disciplines. They are, therefore, a means of strengthening IT-‐assisted teaching, and of providing an effective way to encourage students’ learning.
This extension project provided a process and tangible outcomes for introducing and extending university teaching staff use of ePortfolio, through offering professional development training and support as teachers continued to integrate portfolio work into their pedagogical practices. This need for professional development and training was uncovered by the original project’s investigation (ID 11-‐2041) and is essential if this digital artefact is to be effectively embedded into pedagogical practice in higher education. The project addressed institutional policies on and practices in ePortfolio work as these related to staff activities in a number of institutions.
This extension project provided a process and tangible outcomes for introducing and extending university teaching staff use of ePortfolio, through offering professional development training and support as teachers continued to integrate portfolio work into their pedagogical practices. This need for professional development and training was uncovered by the original project’s investigation (ID 11-‐2041) and is essential if this digital artefact is to be effectively embedded into pedagogical practice in higher education. The project addressed institutional policies on and practices in ePortfolio work as these related to staff activities in a number of institutions.
| Original language | English |
|---|---|
| Place of Publication | Australia |
| Publisher | Office for Learning & Teaching |
| Commissioning body | Australian Government Office for Learning and Teaching |
| Number of pages | 18 |
| Publication status | Published - 2015 |