This week, Lane’s ePortfolio Theory Reading Group met to discuss “E-Portfolios and Inclusive Learning,” a chapter from The Educational Potential of e-Portfolios, a book by Lorainne Sefani, Robin Mason, and Chris Pegler.
There were also several supplemental sources that addressed accessibility in ePortfolios, websites, blogs, etc.
I appreciate that the group’s creator and leader, Sarah Lushia, was able to switch the planned reading so that we could focus on the topic of accessibility. It is a topic I wanted us to discuss. I want to think more about making accessibility a foundational part of my pedagogy and not just something I consider when addressing individual student needs.
This term, I’ll raise the topic of accessibility with the Capstone Seminar students, exploring some of the issues involving design and some of the tools that are currently available. Since accessibility is also something I want to consider in terms of my own ePortfolio, the students and I can participate in this work together.
From an administrative perspective, I’d like the Lane Honors Program to think about accessibility in light of our requirement that students build and maintain ePortfolios in the Lane Honors Program. As a relatively new program, we have a chance to make accessibility a central part of how we think about ePortfolios.
Sarah provides a detailed summary of the meeting on the ePortfolio Theory Reading Group blog.
The Lane Honors Program begins its fourth year! And as the program continues to develop, so does our work with ePortfolios. The many benefits of these portfolios, including the impact they have on their creators’ critical thinking skills, make them an ideal fit for the Honors Program.
Our program benefits from the work of our two ePortfolio leads, Sarah Lushia and Eileen Thompson. Both attended the AAEEBL conference in July 2013.
They have also made ePortfolios a central part of their honors writing courses, and they can work with other faculty who are just beginning to explore ePortfolios.
Sarah attended the AAEEBL conference again in July 2014 and gave a presentation, “Reflections on a Pedagogical Chrysalis: Incorporating ePortfolios in My Honors Writing Course.” She writes about this experience in her own ePortfolio. Building on her experiences at the conference, and the knowledge gained and ideas generated there, she launched Lane’s ePortfolio Theory Reading Group. The group is designed to build an ePortfolio community at Lane and is not limited to honors faculty. It will meet twice each term for discussion, and I’m looking forward to the first two readings Sarah has selected: “ePortfolio as a Catalyst for Change in Teaching: An Autoethnographic Examination of Transformation,” by Carson, McClam, Frank, and Hannum (for October) and “Mapping Student Learning Throughout the Collaborative Inquiry Process: The Progressive e-Poster,” by Takayama and Wilson (for November).
I’ll have more posts on ePortfolios over the next several months during what promises to be a very important year for this aspect of our Honors Program.
UPDATE: August 9, 2014: Sarah’s first ePortfolio reading group blog post is now up.