ePortfolios in Australian Universities
This book focuses on essential findings concerning emerging practices of student learning through the teaching and learning benefits of the electronic portfolio (ePortfolio) in a range of disciplines at Australian universities. It explores the latest rese
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ePortfolios in Australian Universities
ePortfolios in Australian Universities
Jennifer Rowley Editor
ePortfolios in Australian Universities
Editor Jennifer Rowley Sydney Conservatorium of Music The University of Sydney Sydney, NSW, Australia
ISBN 978-981-10-1731-5 ISBN 978-981-10-1732-2 DOI 10.1007/978-981-10-1732-2
(eBook)
Library of Congress Control Number: 2016951928 © Springer Science+Business Media Singapore 2017 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer Science+Business Media Singapore Pte Ltd.
Foreword: What We Learn from This Portfolio Collection
In the 1980s in the United States and the United Kingdom, portfolios for learning were invented and conventionalised. These portfolios were created in print, of course, but they set the stage for current ‘e’Portfolio theory and practice and thus for the chapters in this collection which, in itself, is something of a portfolio given its curation of chapters and its reflective character. It’s worth taking a moment, therefore, to consider what is understood about the portfolio movement internationally before considering what the chapters within this collection have to teach us. In the United States, teachers of mathematics and writing in the late twentieth century, in classrooms spanning kindergarten to university, began using portfolios in their teaching. The portfolios at this time were defined as collections of work selected from a larger archive and were contextualised and narrated by the student composer (Yancey, 1992). In part, teachers were motivated by the opportunity to bring together teaching and assessment. Portfolios provided a natural site, a unique place, for students to gather and review their work, and the collections they created provided a full, rich portrait of student learning, much fuller and much richer than the portrait provided by standardised tests, single essays, or resp
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