ARE WE WHO WE THINK WE ARE? EPORTFOLIOS AS A TOOL FOR CURRICULUM REDESIGN

Gail Matthews-DeNatale

Abstract


This promising practice focuses on the use of ePortfolios for formative assessment in the redesign and development of academic degree programs. The practice aligns with the Connect to Learning (C2L) Design Principles of Inquiry, Reflection, and Integration (IRI), which are nested within C2L’s “Catalyst for Learning” model for successful ePortfolio implementation. In 2011 Northeastern instituted an ePortfolio requirement for students enrolled in the university's Master of Education program. Systematic review of student ePortfolios as a collection informed planning for a 2012 Masters program redesign that began implementation in fall 2013. This redesign includes the articulation of a program vision, program- and concentration-level outcomes, course map with signature assignments designed to evidence outcomes, ePortfolio curricular integration, and shared foundational courses across four concentrations. The program redesign is intended to improve the integration of theory with professional practice; enhance the connection between academic and workplace-based learning; increase value for students in the portfolio development process; create greater outcomes transparency for faculty and students; and support ongoing improvement of the program.

Keywords


Program design; curriculum design; learning design; ePortfolios; formative assessment; signature assignments; learning outcomes

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DOI: http://dx.doi.org/10.24059/olj.v17i4.395



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