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June 22, 2020
June 22, 2020
June 26, 2021
INTRODUCTION: ePortfolios have been shown to be effective for supporting student learning by serving as a powerful vehicle for students to display their individual competencies, and for faculty to provide personalized assessment. In addition to documenting ePortfolios usefulness for evaluating student achievement of course learning goals, this study will also explore the use of students own reflective practices to measure their progress toward program learning goals.
OBJECTIVES: The primary objective of the study is to conduct a comprehensive analysis of Digication, an ePortfolio tool, by studying various aspects of its use and features with a sophomore-level Design for Manufacturability course (190 students). Of importance will be the ability to customize the Digication platform for the class so that it offers students, faculty, and administrators an exacting and measurable method for streamlining and integrating the related processes of teaching, learning, and individualized assessment. Chief among the goals of the project are to provide students with an easy-to-use tool for collecting their digital artifacts, including course assignments and other documents that will be used to display and evaluate their course competencies. Of particular interest will be the extent to which ePortfolios can be said to support and encourage student use of meta-learning and reflective practices, as demonstrated by curation of artifacts and the writing of personal reflections. We believe that by allowing students to explore and discover how their competencies are developing through their course assignments, they may also discover how classroom learning goals connect to professional learning goals drawn from the ABET quality assurance framework.
APPROACH: Due to the personalized nature of ePortfolios, and the process of curating their learning experiences and artifacts, it is believed that students will come to perceive their classroom learning experience as being multi-dimensional and immersive. Teaching students about meta-learning and requiring them to reflect on their learning via ePortfolios should further support a holistic learning experience for students. For the Instructor and Teaching Assistants, ePortfolio-based projects will provide a good catalog of work for assessing student mastery, and the opportunity to make meta-learning and reflective practice part of the assessment process. As students will also have the opportunity to give and receive feedback from their peers, they will have the benefit of incorporating other views and perspectives into their progress to help identify, strengthen and consolidate their learning experiences.
IMPLICATIONS: Comprehensive ePortfolio platforms support and streamline student assessment in ways that enrich their learning experience while satisfying the need for institutional accountability. ePortfolios have the potential to facilitate deeper understanding of course content, make the curriculum more relevant for students, and to help build connections between classroom and professional learning competencies. Of particular importance to this investigation is the emphasis placed on personal reflection in the context of developing required competencies in engineering practice. We believe that the use of ePortfolios for connecting teaching, learning, and individualized assessment makes this a valuable contribution to the literature on engineering education.
Tucker, T., & Vernooij, E., & LaBore, C., & Wolf, A. R., & Bo-Linn, C., & Baird, R. T., & Dancholvichit, N., & Liebenberg, L. (2020, June), Transforming an Engineering Design Course into an Engaging Learning Experience Using ePortfolios Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35401
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