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ERIC Number: EJ1131589
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1833-4105
Pedagogy and ePortfolios: Purpose Aligned to Design (or the "Why" and "How")
Watty, Kim; McKay, Jade
International Journal of Pedagogies and Learning, v10 n3 p194-207 2015
While research surrounding ePortfolios abounds, few studies make explicit the pedagogical underpinnings of their use. Some suggest that the decision to use new technologies, like ePortfolios, is often made in ignorance of pedagogic evidence. Developed over the course of a two-year national study on the implementation of ePortfolios, this paper argues the importance of a considered approach to ePortfolio use; one that is premised on carefully linking the purpose and context to the type of portfolio. The paper explores the potential of ePortfolios as they align with four specific pillars of learning: learning to know, learning to do, learning to live together and learning to be. It discusses the pedagogic underpinnings--that is, the "why"--of ePortfolios including: skills and competencies; transformative potential; reflection; identity; active learning; employability; and assessment. The succeeding section provides recommendations for practical ePortfolio use--that is, the "how"--and an original framework linking ePortfolio purpose to design is proposed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A