Connecting the Dots: Integrating Learning with ePortfolios

The term "integrated learning" can mean many things and our assumptions regarding integration are often tacit. The "Connect the Dots" workshop helps faculty to reflect upon the elements of student learning and experience that they want their students to connect. Read more [...]

Our Stories and Practices

Connect to Learning challenged us to document our practice, synthesize learning, and engage in the portfolio meaning-making process that we espouse for our students. They did this by posing provocative and demanding questions, designed to help practitioners improve the countless important decisions involved in embracing the demands and opportunities afforded by ePortfolios. We hope the work linked from the headings below is as valuable to you as a reader as it has been to us as authors.

Tamara D.

"It was an opportunity to integrate my personality with my education, a space where I could gather my thoughts and memorialize them. The process of entering that information reinforced what I learned and enhanced my ability to reflect on my experience. I had a place to contain my knowledge that sometimes, honestly, can escape me!" Read more [...]

Are We Who We Think We Are?

ePortfolios provide a window into student self-perception. Viewed as a whole, an ePortfolios is a construct of identity created by the student. Viewed as a collection, ePortfolios depict a community of learners, making it possible for us to spot patterns that are not readily apparent in enrollment statistics. Read more [...]

Katherine V.

"I really took into consideration the great feedback and useful comments on how to make my portfolio better ... it reassured me that I am equipped and capable of succeeding in this program." Read more [...]

ePortfolios as a Tool for Curriculum Redesign

A presentation given at the 2013 Sloan-C International Conference on Online Learning (90 minutes, requires Silverlight plug-in) Read more [...]

Zooming In & Out

ePortfolios can be used in conjunction with threaded discussions to support a cycle of learning in fully-online programs. Learning is carefully designed to guide students through a process of “zooming in," extracting salient ideas from online course discussions, and “zooming out” to consider how the program could inform the development of personal and professional goals. Read more [...]

Seeing the Forest for the Trees

Many programs involve students in internships, capstone projects, and practicums, but if you scratch the surface you’ll see that workplace-based learning often takes place in parallel with curricular learning, not as an ongoing dialogue between scholarship and practice. This promising practice describes two models for embedding workplace-based experiential learning into fully-online, graduate level professional programs. Read more [...]

Letting Learning Serve as the Driver

Leadership is key to sustained the sustained growth and depth of impact, but it is equally important to create a space in which faculty can let their professional passion serve as the driver for curiosity and motivation to learn. Read more [...]

Ingredients for Scale

ePortfolio use in undergraduate programs at Northeastern is currently at its greatest level of breadth and depth and at the same time far from “scaled” or institution-wide. The question remains, is that necessarily a bad thing? Read more [...]
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