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Introducing an ePortfolio into Assessment Introduction

Mahara is an ePortfolio system with social networking features. Image an ePortfolio as a website all about you. Your website is made up of a collection of pages that display different aspects of you or your work. The advantage of an ePortfolio is that you control who has access to each page. You can share your ePortfolios with friends, placement supervisors, future employers or tutors. You can collaborate with other students on your course to create shared pages and communicate with each other via messages and discussion forums. An ePortfolio also provides opportunities for reflective learning, enabling you to develop understanding and critical thinking skills through journal writing and group discussions. Following the introduction of Moodle last year, which allows lecturers to upload content and activities to an online learning space, several departments requested an online system that offered greater control and functionality for students. Preliminary evaluations of a range of ePortfolio systems was carried out earlier this year, which considered user requirements, existing system requirements, cost, compatibility with Moodle and evaluations of ePortfolio systems used by other institutions. It was concluded that the open source ePortfilio, Mahara, offered the best value. The University’s eLearning Steering Group recommended a year-long trial to establish:
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Whether an ePortfolio wold be a welcome addition to the University’s Virtual Learning Environment Whether Mahara is a suitable ePortfolio system

Method Participants Twenty one second year students studying Human Resource Management at the University of Chichester. males and females, age range 19-21 with a mean age of Questionnaire Focus Groups

Results Questionnaire Stats

Discussion Discourse Analysis

References

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CAREER SERVICES PERSPECTIVES ON THE USE OF PORTFOLIOS IN THE TEACHER EMPLOYMENT PROCESS: A SURVEY ROBERT M . BOODY Education Vol. 130 No. 1

Innovations in Education and Teaching International Vol. 45, No. 3, August 2008, 289–294 Why all writing is creative writing David McVey* TO PORTFOLIO OR NOT TO PORTFOLIO HELPFUL OR HYPED? Judy Lombardi Vol. 56/No. 1 Winter 2008 COLLEGE TEACHING

THE ELECTRONIC PORTFOLIO JOURNEY: A YEAR LATER SHARON M . CHAMBERS LEAH E. WICKERSHAM, Education Vol. 127 No. 3 351-360 HE USE OF ePORTFOLIOS IN EVALUATING THE CURRICULUM AND STUDENT LEARNING Dale Fitch University of Michigan Melissa Peet University of Michigan Beth Glover Reed University of Michigan Richard Tolman University of Michigan Journal of Social Work Education, Vol. 44, No. 3 (Fall 2008). 37-54 Reflection, Revision, and Assessment in First-Year Composition ePortfolios Christy Desmet, Deborah Church Miller, June Griffin, Ron Balthazor, and Robert E. Cummings the journal of general 15-30 ePORTFOLIOS: USING TECHNOLOGY TO ENHANCE AND ASSESS STUDENT LEARNING LEAH E. WICKERSHAM, PH.D. SHARON M . CHAMBERS, PH.D. Secondary and Higher Education Texas A&M University - Commerce Education Vol. 126 No. 4 738-746 Distance Education Vol. 31, No. 3, November 2010, 295–314 Student perceptions of ePortfolio integration in online courses D.U. Bolliger* and C.E. Shepherd J. EDUCATIONAL TECHNOLOGY SYSTEMS, Vol. 38(4) 437-456, 2009-2010 AVOIDING THE PITFALLS: CURRENT PRACTICES AND RECOMMENDATIONS FOR ePORTFOLIOS IN HIGHER EDUCATION APRIL CHATHAM-CARPENTER LORI SEAWEL JOHN RASCHIG

CURRENT PRACTICES IN HIGHER EDUCATION ePORTFOLIOS J. EDUCATIONAL TECHNOLOGY SYSTEMS, Vol. 38(4) 437-456, 2009-2010