ePortfolio Social Pedagogy Ecosystem¶

Theory · All theories
Evidence · 1 claim (1 for) · 2 studies (2 design), q1 · 0 of 2 report an effect size

Description¶

A framework in which ePortfolio learning occurs through three interrelated modes of social learning activities: authoring a written ePortfolio on a digital platform, presenting the ePortfolio in a webinar platform, and presenting it in-person. The modes are bound together by a community of participants sharing learning via reflection, integration, and inquiry, and are organized around Bass's social core practices of constructing understanding, communicating understanding, and engaging authentic audiences. The article used this ecosystem to assess science teachers' information literacy competency growth.

Design Implications¶

Context¶

Requirements¶

• A community of participants that uses ePortfolio to share learning via reflection, integration, and inquiry
• Structured series of ePortfolio presentations across the modes

Constraints¶

• Challenges arise when inviting teachers to move beyond a confined course community into broader community experiences

Target Learners¶

• graduate-level in-service science teachers

Target Learning Objectives¶

• information literacy competencies and dispositions
• reflective practice in science education

Claims¶

• Public capstone ePortfolio showcases gave students an authentic audience and renewed energy and focus for integrative work [+W]

Related Theories¶

• Catalyst Framework for ePortfolio Practice

Examples¶

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Key Sources¶

• Wesley Pitts and Alison Lehner-Quam. (2019). Engaging the Framework for Information Literacy for Higher Education as a Lens for Assessment in an ePortfolio Social Pedagogy Ecosystem for Science Teacher Education. International Journal of ePortfolio, 9(1), 29-44. https://eric.ed.gov/?id=EJ1214596