Abstract
This chapter explores the utility and limitations of student academic e-portfolios in learning and assessment in the humanities. Whereas a substantial literature exists on the benefits of e-portfolios in education, language learning, and writing courses, the potential usefulness of e-portfolios in humanities education is lightly trodden ground. Using two case studies of the implementation of student academic e-portfolios in Hong Kong-based university history courses, this chapter considers how the e-portfolio format can support the development of both discipline-specific research ability and cross-curricular skills, such as information literacy. Furthermore, because of their online nature, e-portfolio assignments are well positioned to exploit recent developments in the digital humanities. Nevertheless, student feedback on the experience of creating an e-portfolio suggests that, while non-history major students were receptive to the low stakes and graduated nature of the assignment, a significant shift in disciplinary cultures of learning and assessment is required in order to implement e-portfolios successfully in advanced-level history courses.
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Ladds, C. (2017). E-Portfolios and History Teaching: Supporting the Development of Information Literacy and Research Skills. In: Chaudhuri, T., Cabau, B. (eds) E-Portfolios in Higher Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-3803-7_5
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DOI: https://doi.org/10.1007/978-981-10-3803-7_5
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