The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
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Journal Issue
Volume 12 Issue 2, ECEL / May 2014  pp126‑226

Editor: Mélanie Ciussi

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Editorial for the Special ECEL Issue of EJEL  pp126‑127

Mélanie Ciussi

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Empowering Knowledge‑Building Pedagogy in Online Environments: Creating Digital Moments to Transform Practice:  pp128‑137

Wendy Barber, Stacey Taylor, Sylvia Buchanan

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Knowledge Sharing: Exploring Institutional Policy and Educator Practice Through Eportfolios In Music And Writing  pp138‑148

Diana Blom, Jennifer Rowley, Dawn Bennett et al

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Abstract

Abstract: Many higher education institutions have embraced e‑Learning and urge, or make compulsory, engagement by academics. Despite this, it is often the educators themselves who take the initiative to engage with innovative e‑learning approaches. These approaches, in turn, can influence both peer‑ and institution‑wide thinking about e‑Learning. This paper focuses on the introduction or extension of ePortfolios within the creative arts at four Australian universities. Each educator adopted the ePortfolio for a different purpose, and in doing so has influenced, or is at least being monitored by, their university. All four studies have resulted in the growth, development and enrichment of teaching and learning because of the ePortfolios facility to engage students in such activities as reflection, ongoing student‑teacher dialogue, collaborative essay writing, peer evaluation, identity formation, and the documentation of skills, competencies and graduate attributes for career awareness and employability. I n sharing this knowledge the studies have also influenced curriculum design and e‑learning policy. The academic literature notes institutional interest in ePortfolios in relation to career preparation, demonstrating and assessing student learning, academi c advising, and addressing public accountability concerns by facilitating internal and external departmental review and accreditation. Within this paper we discuss the bi‑directional impact and sharing of knowledge about ePortfolio use as it occurs betwee n institution and educator. The study findings inform future development of curriculum, policy and practice for creative arts students and academics in a variety of higher education settings. Further, the findings suggest that ePortfolios provide an effic ient and transparent means to archive and access student work, and that they facilitate internal and external departmental review and broader institutional assessment. 

 

Keywords: Keywords: ePortfolio, creative arts, curriculum enhancement, reflective practice, institutional knowledge sharing

 

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Wiki Based Collaborative Learning in Interuniversity Scenarios  pp149‑160

Elisabeth Katzlinger, Michael A. Herzog

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Designing for Quality: The Understanding Dementia MOOC  pp161‑171

Carolyn King, Jo-Anne Kelder, Kathleen Doherty et al

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Use of Adaptive Study Material in Education in E‑learning Environment  pp172‑182

Kateřina Kostolányová, Jana Šarmanová

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Blending the Community of Inquiry Framework with Learning by Design: Towards a Synthesis for Blended Learning in Teacher Training  pp183‑194

Katerina Makri, Kyparisia Papanikolaou, Athanasia Tsakiri et al

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A Cross‑Modal Analysis of Learning Experience from a Learners Perspective  pp195‑205

Bernard Nkuyubwatsi

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E‑Learning in Poly‑Topic Settings  pp206‑214

Anne-Mette Nortvig

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The Global Classroom Model Simultaneous campus‑ and home‑based education using videoconferencing  pp215‑226

Charlotte Lærke Weitze, Rikke Ørngreen

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