Pedagogy & Constructivism
-excerpts from IJEP article 7(1), 2017
Full journal article: http://www.theijep.com/pdf/IJEP257.pdf
ePortfolio Learning Lorenzo and Ittelson (2005) defined ePortfolios as digital collections of student-generated authentic content that include resources and multimedia elements contained in a personal space. ePortfolio learning encompasses the offering and exchange of ideas between learners and their audiences that helps learners to develop critical thinking skills and personal presence. In their research, Janosik and Frank (2013) recognized that ePortfolio used as a learning tool pushed learners to continually grow in their accomplishments. When implemented carefully, ePortfolio learning can make great contributions to student learning experiences (Bryant & Chittum, 2013). ePortfolio learning has roots in andragogy and heutagogy. The term andragogy, popularized by Knowles (1985) and building on the work of educators Alexander Kapp and Eugen Rosenstock-Huessy, introduced the idea that learners who internalized the learning process focused on how they learned, took control of the learning process on their own terms, and self-regulated their learning. Heutagogy, coined by Hase and Kenyon (2013) is defined as self-determined learning that builds upon constructivism and andragogy. Heutagogy fundamentals also include learning how one learns best, using strategies such as active and reflective learning. The learning approach proposed in this study contains aspects of andragogy and heutagogy that connect to attributes of constructivism and social constructivism, all of which contribute to the ePortfolio learning experience.
Attributes of Social Constructivism
Jonassen (1994) defined constructivism as an active process in which learners construct knowledge based on their experiences. Vygotsky’s (1978) social learning theory described further how social interaction and collaboration influence the construction of knowledge. These two theories share characteristics of Thibodeaux, Cummings, and Harapnuik ePortfolio Persistence 2 social constructivism, where learning is enhanced by layers of social interaction combined with culture and context. Additionally, social environments and social contexts further enhance the learning process by allowing learners to become involved in a community of practice. Research by Carson, McClam, Frank, and Hannum (2014) supported social constructivist learner characteristics, recognizing that ePortfolios serve as tools to “elicit associations with social pedagogies” (p. 75) wherein these associations are meant to promote social learning and connectivity within a community of learners. Eynon et al. (2014) confirmed that social pedagogies are key to learner engagement. Similarly, Jonassen (1995) identified several attributes of meaningful learning. These attributes include learning that is active, constructive, collaborative, intentional, conversational, contextualized, and reflective. Learning is impacted by these attributes and further supported by technology that consists of designs that engage learners and learning environments that promote learner initiated construction of knowledge when learners have opportunities to be socially connected with others. Jonassen (1990) stated that multiple perspectives and learner attributes contribute to meaningful learning opportunities. All of this takes place in the mind of the learner (Jonassen, 1990), and growth of mind cannot be achieved within one’s own skin alone (Bruner, 1991). Bass (2014) acknowledged that ePortfolios and social pedagogies assist learners in developing a sense of agency that is critical to building experience in their chosen field. As ePortfolio learning combines with social learning and constructivist pedagogies, this relationship could have a profound impact on ePortfolio practices used for teaching and learning.
A Learner-Centered Approach
A critical understanding of ePortfolios using social constructivist principles requires a learning approach that complements the very origins of ePortfolio learning. The learning approach in the Digital Learning and Leading (DLL) program was designed with learner-centered principles that enable a shift of control and ownership of the learning process to the learner and away from the instructor. Researchers recognize this approach as a component of a self-regulated personal learning environment where learners exercise control over the selection of tools and resources that will be gathered and disseminated through choice of content and learning tools (Buchem, 2012; Buchem, Tur, & Hölterhof, 2014; Sheperd & Skrabut, 2011). Drawing upon Dewey’s (1910) theory that reflection within the learning community deepens and complements learning, Nguyen and Ikeda (2015) acknowledge that ePortfolios can enhance the self-regulated learning process. As such, ePortfolios were acknowledged as the eleventh high-impact practice in the field of education (Center for Engaged Learning, 2016). To create such an experience for learners, Eynon et al. (2014) proposed that “the most powerful ePortfolio practice is inherently connective and integrative” (p. 8) when combined with other high-impact learning practices. Since ePortfolio practice is inherently eclectic, it deserves an equally eclectic learning foundation. In the DLL program, we developed the COVA (choice, ownership, voice, and authenticity) learning approach to give our learners the freedom to choose (C) how they wish to organize, structure and present their experiences and evidences of learning. We give them ownership (O) over the selection of their authentic projects and the entire ePortfolio process—including selection of their portfolio tools. We use the ePortfolio experiences to give our learners the opportunity to use their own voice (V) to revise and restructure their work and ideas. Finally, we use authentic (A) or real world learning experiences that enable students to make a difference in their own learning environments (Harapnuik, 2016). Subsequent paragraphs address the related literature that pertain to ePortfolio learning and the elements necessary for a learner-centered approach. We will refer to learner-centered ideas as the COVA learning approach.
Diffusion of Innovations
The Law of Diffusion of Innovations provides an explanation about how the spread of ideas actually “spread.” Sinek (2009) states that early adopters are not necessarily innovators, but they do follow innovators after a method has been tried. These folks will try a new idea if, and only if, it has been tested first, hoping they will suffer the least consequences. This reminds me why most early adopter owners of iphones and android devices wait 2 weeks before they download a software update. They will eventually download the updated software after all of the kinks have been worked out and noted to the company. They perceive lesser risk involved. Likewise, these folks are not of the same mindset as innovators that will go to any length to be the first one to get a new device. The other side of the bell curve shows the laggards. The laggards are instinctively and rationally driven. They do not believe in owning the best and newest products; they believe in rebuilding or acquiring better parts for what they already own.
The Tipping Point
The tipping point occurs at which the growth becomes a need and moves ahead at an extraordinary pace. This is why it is essential to get the key influencers on board with your belief systems. Don’t try to incentivize others or manipulate them; allow them to formulate their own thoughts and beliefs and see how they relate to your own. Otherwise, you will attract only temporary folks, so watch your aim.
DOI as a Theoretical Framework
Rogers’s (2003) DOI framework posits that the rate of adoption of a strategy is determined by perceptions of the adopters as they consider the attributes of the innovation. One of the primary perceptions that lead to adoption is that of relative advantage, or the idea that one product or strategy is superior to another. In the field of educational technology, Rogers’s (2003) DOI theory has frequently been used to determine teachers’ perceptions of new information and communications technology programs. In a study by Vanderlinde and van Braak (2011), a questionnaire to identify attributes of the new curriculum was administered to a sample of teachers using Rogers’s DOI framework. They found that the teachers did not specifically support or reject the new curriculum with relation to the learning environment conditions. However, the resulting information was helpful for administrators and decision makers in that it explicated the complex issues of new technology implementation. Though relative advantage of an innovation is important, the perceived drawbacks of the adoption (e.g., complexity) also play a role (Rogers, 2003). Therefore, perceptions of the complexity of integration can be a potential barrier to technology adoption. In a study conducted by Anthony (2012), the goal was to use activity theory as the framework for determining classroom systems and their influence on the integration of new technologies. Over a 3-year period, two classrooms were evaluated in the same school district in the area of teacher preparedness, institutional conditions, and the combination of the two. Findings from several studies have suggested that teacher perceptions, as well as student attitudes and beliefs, influenced the integration of new technologies and the perception of success by using technologies. Furthermore, Anthony found that effective technology leadership also played a large role in enhancing instructional experiences for the participating teachers and students. Anthony concluded that an integration system specifically designed to combine institutional goals with teacher perceptions and beliefs toward the adoption of technology could be the best way to integrate new technologies. Thus, a DOI framework is very appropriate of BYOD and one-to-one technology-integration strategies.
Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action. New York, NY: Penguin Group.
Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York, NY: Free Press.
Vanderlinde, R., & van Braak, J. (2011). A new ICT curriculum for primary education: Flanders. Defining and predicting teachers’ perceptions of innovation attributes. Educational Technology & Society, 14, 124-135.
Anthony, A. B. (2012). Activity theory as a framework for investigating district–classroom system interactions and their influences on technology integration. Journal of Research on Technology in Education, 44, 335-356.
Research-Based Articles, Books, & Studies
*Those denoted with a * symbol are those Dr. Thibodeaux recommends.
Links to Dr. Thibodeaux approved research can be found here. Take a gander at using these resources for your future projects, research, and initiatives. You may find some valuable information and lessons to be learned from the content shared below.
Most of the research contained here is within 5 years of the current year so as to keep current with the trends.
Journals are referenced in alphabetical order as per the guidelines for the APA Manual 6th edition.
Take a gander at the International Journal of ePortfolio open-source journals: http://www.theijep.com/past.cfm
Association of American Colleges and Universities. (2009). Emerging trends and key debates in undergraduate education. Peer Review, 11(1), 18-23. Retrieved from http://www.aacu.org/sites/default/files/files/peerreview/Peer_Review_Winter_2009.pdf
*Bass, R. (2014). Social pedagogies in ePortfolio practices: Principles for design and impact. Retrieved from http://c2l.mcnrc.org/pedagogy/ped-analysis/
Batson, T. (2013, October 30). Re: Portfolios at a crossroad [Web log message]. Retrieved from http://www.aaeebl.org/blogpost/1008436/173012/ePortfolios-at-a-Crossroads
*Batson, T. (2016, June 14). The ePortfolio challenge: If ePortfolios are so great, why aren’t more people using them? [Web log message]. Retrieved from http://aaeebl.site-ym.com/blogpost/1008436/249771/The-Edinburgh-Challenge-If-eportfolios-are-so-great-why-aren-t-more-people-using-them
*Bolliger, D. U., & Sheperd, C. E. (2010). Student perceptions of ePortfolio integration in online courses. Distance Education, 31(3), 295-314. Abstract: http://www.tandfonline.com/doi/abs/10.1080/01587919.2010.513955
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 17-192. Retrieved from https://www.ideals.illinois.edu/bitstream/handle/2142/17979/ctrstreadtechrepv01989i00481_opt.pdf?sequence=1
Buchem, I. (2012). Psychological ownership and personal learning environments. Do possession and control really matter? Proceedings of the PLE Conference, 1-21. Retrieved from http://revistas.ua.pt/index.php/ple/article/view/1437
Buchem, I., Attwell, G., & Torres, R. (2011). Understanding personal learning environments: Literature review and synthesis through the activity theory lens. Proceedings of the PLE Conference, 1-33. Retrieved from http://journal.webscience.org/658/
Buchem, I., Tur, G., & Hölterhof, T. (2014). Learner control in personal learning environments: A cross-cultural study. Journal of Literacy and Technology, 15(2), 14-53. Retrieved from http://www.literacyandtechnology.org/volume-15-number-2-june-2014.html
*Bruner, J. (1991). The narrative construction of reality. Critical Inquiry, 18, 1-21.
Bryant, L. H., & Chittum, J. R. (2013). ePortfolio effectiveness: A(n ill-fated) search for empirical support. International Journal of ePortfolio, 3(2), 189-198. Retrieved from http://www.theijep.com/pdf/IJEP108.pdf
*Center for Engaged Learning. (2016, July 27). George Kuh on ePortfolio as High-Impact Practice. Retrieved from https://youtu.be/5r9WuHB_Yo0
Clark, J. E., & Eynon, B. (2009). E-portfolios at 2.0 – Surveying the field. Peer Review, 11(1),18-23. Retrieved from http://www.aacu.org/sites/default/files/files/peerreview/Peer_Review_Winter_2009.pdf
*Eynon, B., Gambino, L. M., & Török, J. (2014). What difference can ePortfolio make? A field report from the Connect to Learning project. International Journal of ePortfolio, 4(1), 95-114.
*Harapnuik, D. (2016, September 29). COVA Model [Web log]. Retrieved from http://www.harapnuik.org/?s=cova
Herrington, J., Oliver, R., & Reeves, T. C. (2003). Patterns of engagement in authentic online learning environments. Australian Journal of Educational Technology, 19(1), 59-71. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.87.971&rep=rep1&type=pdf
*Labaree, D. F. (2005). Progressivism, schools, and schools of education: An American romance. Paedagogica Historica, 41(1&2), 275-288. Retrieved from https://eric.ed.gov/?id=EJ748632
Landis, C. M., Scott, S. B., & Kahn, S. (2015). Examining the role of reflection in ePortfolios: A case study. International Journal of ePortfolio, 5(2), 107-121. Retrieved from
*Latham, G. & Carr, G. (2015). Building on authentic learning for pre-service teachers in a technology-rich environment. Journal of Learning Design, 8(3), 65-77. Retrieved from http://files.eric.ed.gov/fulltext/EJ1083744.pdf
*Meadows, C., Soper, K., Cullen, R., Wasiuk, C., McAllister-Gibson, C., & Danby, P. (2016). Shaping the future of learning using the student voice: We’re listening but are we hearing clearly? Research in Learning Technology, 24(1), 1-19. doi:10.3402/rlt.v24.30146
Retrieved from http://journals.co-action.net/index.php/rlt/article/view/30146
*November, A. (2013). Who owns the learning? Bloomington, IN: Solution Tree Press. Available for purchase at: https://www.amazon.com/s/ref=nb_sb_noss_2?url=search-alias%3Daps&field-keywords=who+owns+the+learning%3F
O’Keeffe, M. O., & Donnelly, R. (2013). Exploration of ePortfolios for adding value and deepening student learning in contemporary higher education. International Journal of ePortfolio, 3(1), 1-11. Retrieved from http://www.theijep.com/pdf/IJEP92.pdf
*Rhodes, T. L. (2011, January-February). Making learning visible and meaningful through electronic portfolios. Change: The Magazine of Higher Learning. Retrieved from http://www.changemag.org/archives/back%20issues/2011/january-february%202011/making-learning-visible-full.html
Ring, G., & Ramirez, G. (2012). Implementing ePortfolios for the assessment of general education competencies. International Journal of ePortfolio, 2(1), 87-97. Retrieved from http://www.theijep.com/pdf/IJEP62.pdf
*Rose, T. (2016). The end of average: How we succeed in a world that values sameness. New York, NY: HarperCollins Publishers. Available for purchase at: https://www.amazon.com/End-Average-Succeed-Values-Sameness/dp/0062358367/ref=sr_1_1?ie=UTF8&qid=1497751390&sr=8-1&keywords=todd+rose+the+end+of+average
Sheperd, C. E. & Skrabut, S. (2011). Rethinking electronic portfolios to promote sustainability among teachers. TechTrends: Linking Research to Practice to Improve Learning, 55(5), 31-38. Abstract: http://www.learntechlib.org/p/50559
Shroff, R. H., Deneen, C. C., & Lim, C. P. (2014). Student ownership of learning using e-portfolio for career development. Journal of Information Systems Technology & Planning, 7(18), 75-90. Abstract: http://journals.sagepub.com/doi/pdf/10.1177/0047239516672049
Shroff, R. H., Trent, J., & Ng, E. M. (2013). Using ePortfolios in a field experience placement: Examining student-teachers’ attitudes towards learning in relationship to personal value, control, and responsibility. Australasian Journal of Educational Technology, 29(2), 143-160.
*Steiner, H. H. (2016). The strategy project: promoting self-regulated learning through an authentic assignment. International Journal of Teaching and Learning in Higher Education, 28(2), 271-282. Retrieved from http://files.eric.ed.gov/fulltext/EJ1111151.pdf
*Thibodeaux, T. N., Harapnuik, D. K., Cummings, C. D. (2017). Factors that contribute to ePortfolio persistence. International Journal of ePortfolio, 7(1), 1-12. Retrieved from http://www.theijep.com/pdf/IJEP257.pdf
*Thibodeaux, T. N., Harapnuik, D. K., Cummings, C. D., & Wooten, R. (In press). Learning anytime and anywhere: Moving beyond the hype of the mobile learning quick fix. In Keengwe, J. S. (Eds.), Handbook of research on mobile learning, constructivism, and meaningful learning. Manuscript submitted for publication. Not currently available.
*Vygotsky, L. (1978). Mind in society. The development of higher psychological processes. Cambridge, MA: Harvard University Press. Available for purchase at: https://www.amazon.com/s/ref=nb_sb_noss?url=search-alias%3Daps&field-keywords=the+development+of+higher+psychology+processes
*Watson, C. E., Kuh, G. D., Rhodes, T., Penny Light, T., & Chen, H. (2016). Editorial: ePortfolios – The eleventh high impact practice. International Journal of ePortfolio, 6(2), 65-69. Retrieved from http://www.theijep.com/pdf/IJEP254.pdf
Publishing: Can I really do that?
Yes, you can! Here are a few thoughts to consider.
*You do NOT have to be an expert in the field to write about a topic area. Consider how many of us are truly experts or do we perceive that everyone else is an expert and we are not? If so, you might consider that there are folks writing articles just like you.
Future Publishers: Do you like to write and share your ideas? How well do you communicate and engage others?
Questions you might ask: Where can I publish my ideas? What topics can I write about? How do I know what to choose?
Check out Dr. Thibodeaux’s Publication Engagements.
1. It is almost always better to co-publish and share ideas with your colleagues than it is to publish on your own. You can collaborate and reach more folks, but it also adds to the credibility of your submission.
2. Who will be your audience? This will tell you quite a bit about where you might want to publish. Publishing in more than one place is great because this means you can write for the masses and you are writing to impact different types of people with each publication.
3. You can write about an action research study you are conducting, a dissertation you are writing, a viewpoint you have, a presentation that you developed and trained others on, key ideas you wish to bring together, an innovative way to use technology – the sky is the limit!
4. Follow the submission guidelines and the tips that are offered to you on the website. Check your work step-by-step.
5. Have others proofread your work and constantly re-read and revise as many times as you have to. Read your writing out loud as if you were reading to an audience. This is my best writing tip!!
6. If you’re asking yourself, how do I choose who to write to. Consider your timeline, the project you are working on or toward, what the call for papers or articles is requesting.
7. You may also wish to share your article with your peers and others of interest. For this reason, do NOT publish your ideas on a personal ePortfolio or anywhere else. It might also benefit you to submit to an open source online journal or publication so anyone can access your article, anywhere.
8. Always check the style guidelines for the publication to make sure you do not make extra work on yourself (APA, MLA, Chicago style, etc.) Try to adhere to these guidelines up front so you do not have to go back and fix all of your entries. Try using Zotero or Mendeley to keep track of all of your references online in a database.
APA Manual PDF: http://coral.wcupa.edu/other/APA6thEdition.pdf
9. Be sure to always check that your in-text citations match your reference list and vice versa. A manuscript or publication that does not cite or reference all those that were paraphrased in the publication could be cited for plagiarism.
Purdue’s Best Kept Secret: https://owl.english.purdue.edu/owl/resource/560/01/
Image from www.ascd.org
Be mindful that publication calls that seem ingenuine, probably are. One example would if the journal wants you to pay them to publish. Another example would be that the journal accepts almost all publications and ideas. Large publishing companies with good names often help determine whether the journal is sound such as EBSCOhost, Elsevier, IGI Global, Springer, Sage, etc.
Type of Publications:
Scientific journal articles and social science articles usually require original research that has been collected and analyzed over time using a quantitative, qualitative, or mixed methods methodology. You must follow the journal’s specific “recipe” and submission guidelines very carefully. This can take months to accomplish. Most often times, these types of publications will be evaluated by peers in a double-blind review process. Usually these types of journals will have a citation or impact factor that measures the number of citations the articles in the journal have received from authors. This can measure the credibility of the journal.
TxDLA Journal of Distance Learning
English Language Teaching
Journal of Technology Studies (JOTS)
An Interdisciplinary Journal
National Council for the Social Studies (NCSS)
Learning and Individual Differences Journal (LIDJ)
Journal of Computing in Mathematics and Science Teaching (JCMST)
ISTE – Journal of Computing Teachers
ISTE – Journal of Digital Learning in Teacher Education (JDLTE)
ISTE – Journal of Research on Technology in Education (JRTE)
International Journal of ePortfolio (IJeP)
Contemporary Issues in Technology and Teacher Education (CITE)
American Educational Research Association (AERA)
Association for Educational Communications and Technology (AECT)
Journal of Transformative Education (JTE)
AECT – Educational Technology Research & Development (ETR&D)
Journal of Special Education Technology (JSET)
Language Learning & Technology (LLT)
Music Teachers National Association (MTNA)
USDLA Journals (Large List)
Journal of Physical Education, Recreation, and Dance
Journal of Exercise Science and Fitness
International Journal of Innovation and Learning
Home School Researcher Journal
International Literacy Association Journals
Journal of Histotechnology
Conference papers usually require a short or full paper to be submitted to the conference itself. If selected, the paper will be presented at the conference and published in the proceedings. Papers selected like this are most often written about original research in an area that one has conducted.
SITE Call for Presentations – usually requires a brief or full paper
Online publications usually have a topic area that is specific to a particular issue (e.g. – Global Learning) and the writing is informal. The publication might quote research but is generally short and specific with a word limitation. Informal publications are important because they can be impactful but they are not usually based on sound research. Many of these types of publications require you to sign up and pay a membership fee.
eLearning Guild: Learning Solutions Magazine
ISTE – Empowered Learner (formerly Entersekt)
ISTE – Entrsekt
Learning Forward – The Learning Professional
Education Week Commentary, Opinions, Best Practices
Pearson Education and Teacher Development
TCEA Tech Edge Quarterly Magazine
ASCD – Express Newsletter
ASCD Educational Leadership
Association for Educational Communications and Technology (AECT)
Teaching Music Magazine
National Science Teacher Association
National Association of Independent Schools
Blogs usually are informal thoughts and opinions and may be represented on carousels for different companies. Blogs are a great way to learn about others in your learning networks. Blogs are also candid posts that have little to no research base included.
ISTE Connects Blog
Edutopia Blog Forum
TCEA Tech Notes
Other types of publications can be written as well. Check out the APA Manual 6th edition for the different types. Start in Chapter 7 Reference Examples.
Sense Publishers – book call
Journal of the National Association for the Education of Young Children – book/brochure call
All Things ISTE
Association for Educational Communications and Technology (AECT)
UX Magazine: User Design Experience
UX Booth: Training
Association for Talent Development
American Association of Diabetes Educators
Life Sciences Trainers and Educators Network
Building an ePortfolio needs to start at the ground level. It will continue to grow as you fertilize, water, and nurture the contents. In the ePortfolio world, we call this “curating.” You will easily see that ePortfolios can start and grow in many places but it will be only as strong as you nurture it to be, just as grass plants its own roots. An ePortfolio is an expression of you. YOU own your ePortfolio because you are the creator, designer, and inspirer. Check out the links below to help guide and assist you as you develop your own ePortfolio:
What is an ePortfolio
Why Use an ePortfolio
Who Owns the ePortfolio
Examples of ePortfolios
How to Create Your ePortfolio
Check out the only North American ePortfolio Association: Association for Authentic, Experiential, and Evidence-Based Learning and get connected.
Digital Citizenship/Creative Control
In the film industry, it is described as the designer as curator. Read the following short article to gain some insight on reverse-engineering other people’s success, collaboration/outsourcing, and providing value for free. Embrace failures with an open-mind; they may turn into successes tomorrow (Roasted Keyboard, 2016): Creative Control
ePortfolio learning requires the learner to be fully immersed in the ePortfolio process making learning visible. Learners get the opportunity to engage in choice, ownership, voice, and authentic learning opportunities that can be shared to the digital, global world.
ISTE’s Digital Citizenship Guidebook: Digital_Citizenship_Downloadable_10-2016_v11_web
Image by www.iste.org
WordPress for Beginners – 200+ videos on building a wordpress site
WordPress or Blogger – gain some insight here
Changing themes in WordPress? – check out what will carry over and what will not
Embed Anything into WordPress
Digital Learning and Leading ePortfolio Examples
REAUD Honor’s College
Dear Honors Students,
Welcome to Lamar University and the REAUD Honor’s College!
My name is Dr. Thibodeaux and I will be helping you as your embark upon a new learning journey at the University. I will be assisting you as a mentor and a resource as you build an ePortfolio that encompasses your academic experience at LU. If you want to learn more about me, please check out my About Me page.
I am also available via Skype, Google Hangouts, Zoom, or Adobe Connect. My email is email@example.com – just send me an email and your username and we will connect via video conferencing or telephone at your convenience.
My office # is 409.880.2315. You can stop by anytime.
My partner, Dr. Harapnuik, is also available virtually to visit and meet with you if I am unavailable. His email is firstname.lastname@example.org in the aforementioned ways. Check out his site here at www.harapnuik.org
Well, what is it?
There are a couple of amazing opportunities here in the REAUD Honors College that we have designed just for you, the learner. The first one is that you will develop an ePortfolio that will be used to document your learning experience throughout your undergraduate, and graduate years, in college. This ePortfolio is completely YOURS and what you will put into it will be dictated by YOU. This is a completely free service to you from the many website platforms you can choose from. Examples of platforms are: WordPress, Weebly, Google Sites, Squarespace, etc. Your honor’s professors will also encourage you to add to your ePortfolio and we will provide many in-house and outside examples for you to look at, both internationally and locally.
What do I put in an ePortfolio?
You might be asking yourself, What is an ePortfolio?, read this post and find out the amazing opportunity you have as a learner to build out your ePortfolio.
Excerpt from REAUD Honor’s College Handbook:
Official documentation of activities qualifying for Honors points should be submitted online in the form of an ePortfolio to the REAUD Honors College Office before the last day of the semester in which the points were accrued. Materials on Service, Leadership, and Intellectual/Cultural Activities will be assessed in order to determine the number of points earned.
The personal ePortfolio is an opportunity for the student to express his/her creativity and to reflect on his/her activities in the REAUD Honors College and at Lamar University. Students are encouraged to make connections among their extracurricular activities, coursework, and high impact practices. Finally, the construction of the ePortfolio enables students to increase his/her familiarity with digital technology and the practices of responsible digital citizenship.
While you are building the ePortfolio, I will model a learning approach birthed here at LU that allows you quite a bit of freedom and flexibility in creating the ePortfolio.
Honor’s Points: What are they and how do I log them electronically?
Now that you have been accepted in the prestige Reaud Honor’s College, the program was set up for you have a diversity of experiences. Read the Honor’s College Mission Statement below:
The Reaud Honors College integrates academic excellence, community involvement, and civic leadership.
How We Live Our Mission:
Through regular strategic advisement with our students, we explore, refine, and develop their personal goals and assist them in engaging with realistic opportunities in their academic and professional lives such that they may achieve Reaud Honors College Graduate status and further their educational and professional aspirations beyond Lamar University.
We provide enhanced Honors course offerings in the core curriculum, upper-division degree requirements, and unique interdisciplinary Honors seminars and topics courses.
We support student participation in the high impact educational practices of undergraduate research and creative activity, diversity and global learning, internships and cooperative education, and service learning with personal attention paid to the needs, interests, and aspirations of each individual student.
We encourage and facilitate involvement in the Honors student, University, and local communities through Honors residential life, the Honor Points system and the Honors Student Association.
For this reason, the Honor’s College requires so many points to graduate with Honor’s status. You will document your Honor’s points that you have earned directly in your ePortfolio. This will be used by the department to record your experiences so that you will have a well-rounded, deep, and meaningful learning experience at Lamar. You can link pictures, links to posts, links to external webpages, and any other information you would like to include.
These activities include: Service, Leadership, Cultural/Intellectual, and Honors Activities points.
Once created, use this FORM to submit your name and the link to your ePortfolio.
Submit the link to your ePortfolio by using this form. You only need to submit ONCE. As you make changes to your ePorfolio, the link you share will reflect those changes.
We believe that we must inspire and prepare our learners to lead organizational change using technology innovations as a catalyst for enhancing learning.
To do this, we create a significant learning environment (CSLE) that gives our learners choice, ownership and voice through authentic (COVA) learning opportunities.
We prepare leaders who can lead organizational change and drive innovation in a digitally connected world.
Choice, ownership, and voice through authentic learning
Student-Centered Learning, Professional Learning, Research, ePortfolios, Pedagogy, Failing Forward, COVA, CSLE, Constructivism, Social Constructivism, Growth Mindset, Feedback/Feedforward, Self-Directed Learning