Voluntary or compulsory : using a variety of approaches and models to implement the Student e-Portfolio across 40,000 students at QUT
Harper, Wendy E., McCowan, Colin R., Hauville, Kim L., Moody, Kim E., & Chorazyczewski, Dominique M. (2007) Voluntary or compulsory : using a variety of approaches and models to implement the Student e-Portfolio across 40,000 students at QUT. In ePortfolio Australia, 26-27 March 2007, RMIT University, Melbourne, VIC. (Unpublished)
The idea for the creation of an electronic student portfolio at Queensland University of Technology (QUT) grew from a desire to provide students with greater evidence of their achievements than could be displayed by an academic transcript alone. Concerns were raised that exiting students were themselves not familiar with the full complement of skills they had developed throughout their university career, a lack of awareness which would have clear implications for a successful transition to graduate employment.
Electronic portfolios typically encourage reflective processes, metacognitive connections across the full range of student experiences and student-centred learning, enabling students to understand their overall learning experience beyond the confines of individual units and assessment marking grids. As such, they enable a holistic view of the individual’s current skill sets and areas for further development, and of how student experiences relate to their future professional roles.
The QUT Student Portfolio was introduced university-wide in 2004. Since that time, the Portfolio has been implemented in multiple Schools and Faculties. The range of applications for the Portfolio has far exceeded the original vision for the tool. This paper will provide an overview of the QUT Student Portfolio project, and will highlight the innovative and multiple applications of the tool to date.
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Keywords:||ePortfolio, electronic portfolio, higher education, reflective learning, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Educational Technology and Computing (130306)|
|Divisions:||Current > QUT Faculties and Divisions > Division of Technology, Information and Learning Support|
|Copyright Owner:||Copyright 2007 The authors|
|Deposited On:||15 Mar 2007|
|Last Modified:||21 Oct 2013 10:49|
Repository Staff Only: item control page