What is it like learning with an eportfolio for online distance learners?

This paper reports on a doctoral research project which examines the nature of the learning experience of using an eportfolio and whether it enhances the development of critical thinking among online distance learners. It aims to interrogate the process of the development of critical thinking rather than the product. The project adopts a case study approach, following 24 online distance learners over the course of one academic year in a Dublin based third level institution. The research question for the study is: How can eportfolios enhance the nature of the learning experience and the development of critical thinking among online distance learners? This study is using an exploratory holistic single-case design where the “object of the study” is the of the learner experience of using an eportfolio and the process of developing critical thinking are investigated. The participants are intermediate online distance sociology learners studying a module called Soc3A- Power, Social Order, Crime, Work and Employment as part of the BA (Hons) in Humanities which is a modular humanities programme whereby learners can study a combination of history, sociology, literature, psychology and philosophy. Participants have used their eportfolios to create a critical commentary of their learning and completed five eportfolio entries over the course of one academic year at key points in their learning journey. Eportfolio entries follow a prescribed structured template of critical questions intended to encourage reflection about their learning. Within this case study 37 interviews were conducted for an in-depth exploration of the learner experience of using an eportfolio and the development of criticality. The participants were interviewed with their eportfolios, written, visual and physical artefacts from the participant’s eportfolios were used as stimulus during the interviews using the technique of “photo elicitation”

Opening minds with eportfolios: how can eportfolios enhance the nature of the learning experience and the development of criticality among flexible learners?

This paper reports on a doctoral research project which examines the nature of the learning experience of using an eportfolio and whether it enhances the development of criticality among flexible learners. It aims to interrogate the process of the development of criticality rather than the product. The project adopts a case study approach, following 20 flexible learners over the course of one academic year in a Dublin based third level institution

Using online primary sources to foster historical thinking

This paper describes an ongoing initiative to enhance learner digital literacies by fostering historical thinking using digitized primary sources. Engaging with primary sources is central to the development of authentic critical historical thinking. In the past thirty years, millions of primary sources have been digitized by libraries and archives and has created a wealth of rich content for historians and history students. However the sheer scale of sources material, websites and questions about source quality make it a challenging research environment for learners. Based on current tutor and student feedback, additional support material that could increase access to these valuable open educational resources would be well received. The initiative is creating a set of learning materials which will support the use of online primary sources and enhance the learner experience. These learning materials will support flexible/off-campus learners and their development of research skills in the six BA in Humanities (Open Education) history modules. The learning materials are comprised of: An interactive guide to online primary sources An accompanying social bookmarking web page- Diigo An online tutorial to practise finding, evaluating and using online primary source

A juggling act: exploring student narratives of learning online

This paper reports on a qualitative case study set in Dublin City University which explored student experiences of studying online. The project adopted a case study approach, following twenty-four online students over one academic year. The setting for the study was an undergraduate sociology module on the BA (Hons) in Humanities, an online programme delivered through DCU Connected at Dublin City University (DCU). Following an open and distance learning philosophy, DCU Connected aims to afford educational opportunities to adult students. The research question for the study was: How do online students construct their narratives about learning online? Data was collected from participant generated learning portfolios and semi structured interviews. Two instruments were developed: a learning portfolio instrument and an interview schedule. Participants were interviewed with their learning portfolios, which were used as stimulus during the interviews. A circular model of data collection and analysis was followed and data analysis was an ongoing and iterative process. The analysis followed a data-led thematic analysis approach based on Braun & Clarke’s (2006) six phases and comprised of several cycles of coding, theme generation, refining and reviewing themes. Through this analysis process five themes were constructed with reference to the research questions, literature and theoretical framework. The findings were constructed into five themes: motivation, peer community, module supports, studying while balancing life commitments and my approach to learning. Findings indicate being a successful online student was impacted by the challenge of lifeload issues such as balancing competing demands of family, work and illness. In addition, the findings suggest that the learning portfolio gave online students a personal space to evaluate their own learning, to process their thoughts and experiences and to document their lives and learning in an authentic and meaningful way. Online students’ learning portfolio gave a unique window into their learning experiences where they documented the development of their highly personal approaches to studying. Another important finding was that participants placed a high value on the peer communities they formed

Failure to launch: the unfulfilled promise of eportfolios in Irish higher education: an opinion piece

In this article, the unfulfilled promise of eportfolio in Irish higher education is critiqued. The article analyses the factors that have led to the slow pace of eportfolio adoption in Ireland, in contrast to the ubiquitous nature of eportfolio practice in higher education worldwide. The emergence of an Irish eportfolio community indicates that eportfolio are gaining traction in Irish higher education but to fulfil their promise academics need to be supported in their professional development, funding is required for empirical research and a greater understanding of eportfolio purposes and pedagogy should be developed in the Irish academic community

A sounding board for learning: online student experiences of learning portfolio practice

This paper reports on a qualitative case study set in Dublin City University which explored online student experiences of learning portfolio practice and its relationship with critical thinking development. Data was collected from participant generated learning portfolios and semi structured interviews. A data-led thematic analysis approach was adopted in which five themes were constructed. The findings from the study indicate that the learning experiences of online learners where enhanced by their engagement with learning portfolio practice, which created a personal place or sounding board to process and document their learning and lives in real and meaningful way. In addition, the findings suggest that learning portfolio practice may enhance the development of critical thinking skills within a disciplinary context

Transforming learning portfolio practice: the critical folio thinking framework

This digital poster will describe the Critical Folio Thinking framework for learning portfolio practice. Critical Folio Thinking emphasizes four key components of learning portfolio practice: the learning process, critical thinking skills, reflection and discipline context, see figure 1 below (Farrell & Seery, 2019; Farrell, 2018). Learning portfolios focus on the developmental process of learning, enabling students to reflect on how, why and what they learned, thus developing reflective judgement and higher order learning (Zubizaretta, 2009). Effective learning portfolio practice is grounded in a discipline, with an incremental design which focuses on the process of learning through the medium of reflective writing

Introduction to e-Portfolio

Orna\u27s guest talk gave an overview of approaches to and benefits of e-portfolio use in higher education. The presentation also explored how e-portfolios can be used to enhance the professional development process

Reflections on eportfolio professional learning: harnessing an unconference approach

This practitioner-led article documents the journey of a cross-institutional multidisciplinary team to support the development of practitioners’ ePortfolio professional competencies through an “Unconference.” We describe the approach used to support an ePortfolio unconference hosted in January 2018 at Dublin City University. According to Budd et al. (2015), the most meaningful professional learning at conferences tends to occur at the cofee breaks when delegates are free to engage in open dialogue. An unconference is a dynamic participant-driven conference which features discussion and collaboration at its core to support professional learning. This approach was chosen to capture, develop and document current ePortfolio practice in Ireland and the United Kingdom. This article outlines key facets of professional learning generated as a result of the unconference including the promotion of ePortfolio competencies and the generation of collaborative research outputs. At the unconference, attendees participated in experiential learning opportunities which enhanced and extended their personal and professional ePortfolio competencies as well as developed practice-focused research outputs collaboratively in real time using a range of technological tools. Participant feedback highlights the impact of the unconference on their professional ePortfolio learning and practice, and the critical refections of unconference organizers inform future ePortfolio professional development

Learning design in the time of COVID-19: the digital learning design unit story

Learning designers became the “first responders” during the great onlining due to the Covid-19 pandemic. In this innovative practice article, we share the experiences of a team of digital learning designers created to support the university community’s pivot online. This project adopts a case study methodology. The case study of the Digital Learning Design Unit (DLDU) described in this article offers an examplar of learning design and the work of learning designers during the time of Covid-19. Findings from this case study indicate that a demand led professional learning approach can be very effective at encouraging staff engagement with learning design; a rapid learning design intervention can provide just in time support for colleagues during a time of crisis; time and digital competencies are essential to build staff competence and confidence with online pedagogy and learning design approaches. In this case study, the pandemic prompted a strategic approach to learning design for online, blended and hybrid education. This strategic approach began as a temporary proactive measure to keep teaching and learning going but has now been cemented into a permanent strategy for online blended and hybrid education at our institution which will continue in the post pandemic environment