Knowledge Sharing: Exploring Institutional Policy and Educator Practice Through Eportfolios In Music And Writing
Many higher education institutions have embraced e-Learning and urge, or make compulsory, engagement by academics. Despite this, it is often the educators themselves who take the initiative to engage with innovative e-learning approaches. These approaches, in turn, can influence both peer- and insti...
| Main Authors: | , , , , |
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| Format: | Journal Article |
| Published: |
Academic Conferences Ltd.
2014
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| Subjects: | |
| Online Access: | http://hdl.handle.net/20.500.11937/3732 |
| _version_ | 1848744312691490816 |
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| author | Blom, D. Rowley, J. Bennett, Dawn Hitchcock, M. Dunbar-Hall, P. |
| author_facet | Blom, D. Rowley, J. Bennett, Dawn Hitchcock, M. Dunbar-Hall, P. |
| author_sort | Blom, D. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Many higher education institutions have embraced e-Learning and urge, or make compulsory, engagement by academics. Despite this, it is often the educators themselves who take the initiative to engage with innovative e-learning approaches. These approaches, in turn, can influence both peer- and institution-wide thinking about e-Learning. This paper focuses on the introduction or extension of ePortfolios within the creative arts at four Australian universities. Each educator adopted the ePortfolio for a different purpose, and in doing so has influenced, or is at least being monitored by, their university. All four studies have resulted in the growth, development and enrichment of teaching and learning because of the ePortfolio's facility to engage students in such activities as reflection, ongoing student-teacher dialogue, collaborative essay writing, peer evaluation, identity formation, and the documentation of skills, competencies and graduate attributes for career awareness and employability. In sharing this knowledge the studies have also influenced curriculum design and e-learning policy. The academic literature notes institutional interest in ePortfolios in relation to career preparation, demonstrating and assessing student learning, academic advising, and addressing public accountability concerns by facilitating internal and external departmental review and accreditation. Within this paper we discuss the bi-directional impact and sharing of knowledge about ePortfolio use as it occurs between institution and educator. The study findings inform future development of curriculum, policy and practice for creative arts students and academics in a variety of higher education settings. Further, the findings suggest that ePortfolios provide an efficient and transparent means to archive and access student work, and that they facilitate internal and external departmental review and broader institutional assessment. © ACPIL |
| first_indexed | 2025-11-14T05:59:28Z |
| format | Journal Article |
| id | curtin-20.500.11937-3732 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T05:59:28Z |
| publishDate | 2014 |
| publisher | Academic Conferences Ltd. |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-37322017-01-30T10:33:29Z Knowledge Sharing: Exploring Institutional Policy and Educator Practice Through Eportfolios In Music And Writing Blom, D. Rowley, J. Bennett, Dawn Hitchcock, M. Dunbar-Hall, P. Creative arts Curriculum enhancement ePortfolio Institutional knowledge sharing Reflective practice Many higher education institutions have embraced e-Learning and urge, or make compulsory, engagement by academics. Despite this, it is often the educators themselves who take the initiative to engage with innovative e-learning approaches. These approaches, in turn, can influence both peer- and institution-wide thinking about e-Learning. This paper focuses on the introduction or extension of ePortfolios within the creative arts at four Australian universities. Each educator adopted the ePortfolio for a different purpose, and in doing so has influenced, or is at least being monitored by, their university. All four studies have resulted in the growth, development and enrichment of teaching and learning because of the ePortfolio's facility to engage students in such activities as reflection, ongoing student-teacher dialogue, collaborative essay writing, peer evaluation, identity formation, and the documentation of skills, competencies and graduate attributes for career awareness and employability. In sharing this knowledge the studies have also influenced curriculum design and e-learning policy. The academic literature notes institutional interest in ePortfolios in relation to career preparation, demonstrating and assessing student learning, academic advising, and addressing public accountability concerns by facilitating internal and external departmental review and accreditation. Within this paper we discuss the bi-directional impact and sharing of knowledge about ePortfolio use as it occurs between institution and educator. The study findings inform future development of curriculum, policy and practice for creative arts students and academics in a variety of higher education settings. Further, the findings suggest that ePortfolios provide an efficient and transparent means to archive and access student work, and that they facilitate internal and external departmental review and broader institutional assessment. © ACPIL 2014 Journal Article http://hdl.handle.net/20.500.11937/3732 Academic Conferences Ltd. fulltext |
| spellingShingle | Creative arts Curriculum enhancement ePortfolio Institutional knowledge sharing Reflective practice Blom, D. Rowley, J. Bennett, Dawn Hitchcock, M. Dunbar-Hall, P. Knowledge Sharing: Exploring Institutional Policy and Educator Practice Through Eportfolios In Music And Writing |
| title | Knowledge Sharing: Exploring Institutional Policy and Educator Practice Through Eportfolios In Music And Writing |
| title_full | Knowledge Sharing: Exploring Institutional Policy and Educator Practice Through Eportfolios In Music And Writing |
| title_fullStr | Knowledge Sharing: Exploring Institutional Policy and Educator Practice Through Eportfolios In Music And Writing |
| title_full_unstemmed | Knowledge Sharing: Exploring Institutional Policy and Educator Practice Through Eportfolios In Music And Writing |
| title_short | Knowledge Sharing: Exploring Institutional Policy and Educator Practice Through Eportfolios In Music And Writing |
| title_sort | knowledge sharing: exploring institutional policy and educator practice through eportfolios in music and writing |
| topic | Creative arts Curriculum enhancement ePortfolio Institutional knowledge sharing Reflective practice |
| url | http://hdl.handle.net/20.500.11937/3732 |