Springer ePortfolios in Australian Universities

Product Description This book focuses on essential findings concerning emerging practices of student learning through the teaching and learning benefits of the electronic portfolio (ePortfolio) in a range of disciplines at Australian universities. It explores the latest research on ePortfolios, teaching quality, future research directions for tertiary learning and teaching, institutional agendas in higher education, and the role that the ePortfolios can play in supporting improvements in pedagogic practice and student outcomes. Included in these agendas is research into the development of higher education through the technologising of pedagogy, learner identities in discrete disciplines, and the praxis of individual university teachers. The book covers accounts of academic learning success and challenges across current higher education subject areas. By presenting case study accounts of ePortfolio use, it reveals the importance of defining and documenting how we can meaningfully develop learner portfolios in research, teaching and learning at Australian universities. With an intentional research base, the book draws on work conducted inside and outside Australia and highlights how the ePortfolio can help tertiary staff prepare for the impact of a student-created portfolio on teaching, learning, and subsequent academic scholarship. From the Back Cover This book focuses on essential findings concerning emerging practices of student learning through the teaching and learning benefits of the electronic portfolio (ePortfolio) in a range of disciplines at Australian universities. It explores the latest research on ePortfolios, teaching quality, future research directions for tertiary learning and teaching, institutional agendas in higher education, and the role that the ePortfolios can play in supporting improvements in pedagogic practice and student outcomes. Included in these agendas is research into the development of higher education through the technologising of pedagogy, learner identities in discrete disciplines, and the praxis of individual university teachers. The book covers accounts of academic learning success and challenges across current higher education subject areas. By presenting case study accounts of ePortfolio use, it reveals the importance of defining and documenting how we can meaningfully develop learner portfolios in research, teaching and learning at Australian universities. With an intentional research base, the book draws on work conducted inside and outside Australia and highlights how the ePortfolio can help tertiary staff prepare for the impact of a student-created portfolio on teaching, learning, and subsequent academic scholarship. About the Author Dr Jennifer Rowley is an Associate Professor at the University of Sydney. She has worked in higher education since 1993 and is committed to enhancing students’ learning experiences through evolving and effective pedagogic practice. Her specialisations are eLearning (its design and use for learning engagement); the use of ePortfolios for enhancing student learning; social, professional and identity issues for practice (concerns of beginning professionals, graduate professional capabilities, behaviour management, cultural diversity, social justice and equity); secondary and tertiary Teaching and Learning and gifted education. Jennifer currently lectures in pedagogy and curriculum; educational and developmental psychology; behaviour management and social and professional issues for music teachers at the Sydney Conservatorium of Music, University of Sydney. Her research interests are in professional learning and how the individual cognitive, social, emotional and behavioural needs of all learners can be met in a diverse range of educational and technology settings. Jennifer has published on various aspects of teaching and learning in higher education and has been awarded two Australian Government funded research grants to in