Abstract
The Queensland University of Technology Student ePortfolio program is a core-funded, fully supported program available to all students since implementation across the institution, in 2004. After graduation, alumni maintain lifetime access to their ePortfolios with access to support resources. Academics are supported to embed the Student ePortfolio program to enhance student learning outcomes and to meet institutional learning and teaching goals. This chapter explores the maturing of said Student ePortfolio program, in particular as a critical reflective pedagogy, through professional narrative based on use cases. The narrative illustrates the diverse nature of ePortfolios for real world learning at Queensland University of Technology. The lived experience of teaching staff and students using ePortfolios to meet expected learning outcomes is detailed through a series of topic areas: lecturers’ conceptualisations of ePortfolios; clarity of purpose to encourage student engagement; benefits to students and staff of this creative approach to learning; constraints and consequences of ePortfolio pedagogy; crucial aspects of supporting ePortfolio engagement; identification of factors that contribute to the sustainability of an ePortfolio approach. These issues are discussed based on user experience, broader ePortfolio community experiences and issues, and reference to the literature on ePortfolios. Strategies and solutions identified inform the ongoing development of an ePortfolio approach to learning and teaching, for the enhancement of student learning outcomes and academic learning and teaching goals.
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McAllister, L., Hauville, K. (2017). Striving for Sustainability: ePortfolio Pedagogy in Australian Higher Education. In: Rowley, J. (eds) ePortfolios in Australian Universities. Springer, Singapore. https://doi.org/10.1007/978-981-10-1732-2_2
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