Pedagogical Intersections: ePortfolio Practice and Essential Learning Outcomes for 21st Century Success

Autor/inn/en	Lehman, Regina M.; Mills, Michele D.; Gupta, Richa; Calderon, Olga
Titel	Pedagogical Intersections: ePortfolio Practice and Essential Learning Outcomes for 21st Century Success
Quelle	In: New Directions for Teaching and Learning, (2021) 166, S.59-91 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0633
DOI	10.1002/tl.20452
Schlagwörter	Portfolio Assessment; Portfolios (Background Materials); Electronic Publishing; Community Colleges; Two Year College Students; Competence; Problem Solving; Communication Skills; Independent Study; Integrated Activities + Suchen Sie Ihr Suchwort? Portfoliobeurteilung; Elektronisches Publizieren; Community college; Community College; Kompetenz; Problemlösen; Kommunikationsstil; Selbststudium; Integrierender Unterricht
Abstract	ePortfolio practice and assessment of essential learning outcomes (ELOs) are well established at LaGuardia Community College (LAGCC). The way in which these practices intersect is via the assessment of authentic student artifacts generated from assignments aligned with ELOs. Student artifacts are deposited into the Core ePortfolio for college-wide assessment. Benchmark reading data is used to inform ePortfolio practice and pedagogy at the college-wide and programmatic levels. General Education Core Competencies and Communication Abilities are established across the College and are an integral part of curricular frameworks in all majors. The Core Competencies--Inquiry and Problem Solving, Integrative Learning, and Global Learning--are expressed through the Oral, Written, and Digital Communication Abilities. ePortfolio practice lends itself to the examination of Integrative Learning and Digital Communication. Recognizing ePortfolio as a high-impact practice, LAGCC developed the Core ePortfolio as a platform for student active engagement in self-directed learning and reflection about themselves as learners over their entire curricular and co-curricular experience. Faculty gain a deepened understanding of the student experience and the process of integrative learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01