NAPP ePortfolio resources

I did this presentation as part of the June 2012 New Academic Practitioners Programme (NAPP). I introduce staff and postgraduate students to ePortfolios so that we can develop our teaching practice and research identities. Becoming a reflective practitioner involves quite a mindshift firstly, and then secondly we have to think about how we can use the affordances of a blogging or other platform to practice the kind of reflection and evidence sharing involved in this process. ePortfolios are in and outward facing, formative and summative, a process and a product. Once we understand this dynamic we can apply it to our purposes, goals, audience, etc. Maintaining an ePortfolio can even be part of one’s professional development plan. I welcome feedback on ePortfolios and professional development as well as how various forms thereof can be used for learning and curriculum innovation with students.

See the notes section of this PowerPoint presentation for URLs of sources. Download presentation here.

Additional reading to scaffold doing critical reflection for your professional development & developing your practice:

Goulbourne, Alison. Reflection and ePortfolios.

Hegarty, B. (2011). Is reflective writing an enigma? Can preparing evidence for an
electronic portfolio develop skills for reflective practice? Ascilate Conference Proceedings.


2 thoughts on “NAPP ePortfolio resources

    • Thanks for the reblog:) I enjoyed reading how you guys are integrating ePortfolios I was wondering about “While e-portfolios can be private, learners are encouraged to share their e-portfolios with constituents who might be interested in their work”. I know posts can be private on WordPress, but not sure if it is shareable in the same way as WikiSpaces where one has to make instructors and classmates members so that they can view the ePortfolio. I think there may be an option to share a link where only people with that link can view it but not sure if this is the case with WordPress as well. I imagine information pertaining to work with patients where confidentiality is important is tricky. You say people need to “demonstrate appropriate roles and behaviors of professionalism” and I am wondering if confidentiality takes precedence over proof of authenticity by using pseudonyms for patients, not exposing their identities without their permission, etc. Does this perhaps involve training students about ethics and sharing information in appropriate ways?

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