Article

Deeper than a Collection of Artifacts: Recognition of Experiential Learning for Adults within the Academy

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Abstract

This study examines the e-portfolio development process of one cohort of adult applicants to a graduate school in one Canadian province relative to Kolb’s theory of how adults learn from experience. The study examines the participants’ views of their learning processes when preparing the digital portfolios through their written and video-recorded reflections and work logs. Data also include the transcripts from interviews with the e-portfolios authors during the graduate studies program in order to explore how eportfolio learning processes might be predictive of the skills and knowledge required for study in education and technology at the graduate level. Findings indicate that participants’ accounts of their experience can be understood through the lens of Kolb’s model. The participants recalled key learning activities aligned with Kolb’s model that facilitated their e-portfolio development such as: understanding criteria for the assessment of prior learning (PLAR); the establishment of organizing categories for concepts in the portfolio which led to concept development; and support in reconceptualising adult work experience and community service as learning.

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Emily Dickinson wrote, “I dwell in Possibility—A fairer House than Prose—More Numerous of Windows—Superior—for Doors” (Johnson, 1961, p. 657). Dickinson’s simple yet profound reference to the expansive nature of poetry over prose may be taken as a metaphor for the possibilities of information and communication technologies (ICTs) over written modes of expression. Whether we identify with this analogy or not, what we can say today with some certainty is that the advent of ICTs has impacted prior learning assessment and recognition (PLAR) by expanding the potential for knowledge acquisition, expression, and delivery.The purpose of this article is to examine the potential of experiential learning e-portfolios to promote connections between several different types of learning – academic, workplace, and web-based. The author contends that this type of PLAR enables undergraduate adult learners to not only articulate and equate experiential learning to academic knowledge but also, and most importantly, to demonstrate knowledge visually and audibly through the utilization of ICTs. Two pilot case studies of e-portfolio development are described to support the author’s position.
Article
This lead article for the special issue of the Canadian Journal of Learning and Technology explores directions for research and development on electronic portfolios, which are digital containers capable of storing visual and auditory content; software for which may also be designed to support a variety of pedagogical processes and assessment purposes. The paper is organized around several key questions: What are the types and characteristics of electronic portfolios? What are the outcomes and processes that electronic portfolios support for their creators? What are the contexts in which EPs are most effective and worthwhile? Who are electronic portfolio users/viewers and how do we provide appropriate professional development to encourage correct adoption and widespread and sustained use? What do we know and need to know about technical and administrative issues? What is evidence of electronic portfolio success? How do we move forward with funding and infrastructure?
Article
Summary Paper presents theoretical issues related to e-portfolio as lifelong learning tool. E-portfolio supports ongoing learning/professional development, formative and summative assessment, reflective writing and collaborative, active and deep learning. It is powerful tool for professional development planning or career planning by fostering intrinsic motivation of a learner to maintain portfolio on an ongoing basis throughout formal classes, programs of non-formal learning or just in demonstrating professional or personal growth over time. Focus is on e-portfolio as tool for evidencing prior learning for further assessment or rec- ognition. Different types of digital technology are in use, and diverse portfolio purpose and use are reflecting on assessment. Paper focuses on modeling a conceptual model of e-portfolio system as a tool for assessment and recognition of prior learning in continuing education of librarians in Croatia.
Previous Research and New Directions in
  • Experiential Learning
  • Theory
Experiential Learning Theory: Previous Research and New Directions in R. J. Sternberg and L. F. Zhang (Eds.), Perspectives on cognitive, learning, and thinking styles. NJ: Lawrence Erlbaum, 2000. Retrieved Oct, 2013 @
Qualitative research in education: A user's guide An overview of E- Portfolios. EDUCAUSE. Advancing learning through IT innovation
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Readings/experiential-learning-theory.pdf [7] Lichtman, M. (2012). Qualitative research in education: A user's guide. 3 rd ed. Los Angeles: Sage [8] Lorenzo, G., & Ittelson, J. (2005). An overview of E- Portfolios. EDUCAUSE. Advancing learning through IT innovation. Retrieved February, 2013 @ http://net.educause.edu/ir/library/pdf/eli3001.pdf
(113) Retrieved February
Canadian Journal of Learning and Technology. 31 (3). (113). Retrieved February, 2013 @ http://cjlt.csj.ualberta.ca/index.php/cjlt/article/view/92/86http %3
Building knowledge through portfolio learning in prior learning assessment and recognition. The Quarterly Review of Distance Education
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Conrad, B. (2011). Building knowledge through portfolio learning in prior learning assessment and recognition. The Quarterly Review of Distance Education. 9 (2).139-150.
Perspectives on cognitive, learning, and thinking styles Qualitative research in education: A user's guide An overview of EPortfolios. EDUCAUSE. Advancing learning through IT innovation
  • M Lichtman
  • G Lorenzo
  • J Ittelson
Experiential Learning Theory: Previous Research and New Directions in R. J. Sternberg and L. F. Zhang (Eds.), Perspectives on cognitive, learning, and thinking styles. NJ: Lawrence Erlbaum, 2000. Retrieved Oct, 2013 @ http://www.d.umn.edu/~kgilbert/educ5165731/Readings/experiential-learning-theory.pdf [7] Lichtman, M. (2012). Qualitative research in education: A user's guide. 3 rd ed. Los Angeles: Sage [8] Lorenzo, G., & Ittelson, J. (2005). An overview of EPortfolios. EDUCAUSE. Advancing learning through IT innovation. Retrieved February, 2013 @ http://net.educause.edu/ir/library/pdf/eli3001.pdf
An overview of E-Portfolios. EDUCAUSE. Advancing learning through IT innovation
  • G Lorenzo
  • J Ittelson
Lorenzo, G., & Ittelson, J. (2005). An overview of E-Portfolios. EDUCAUSE. Advancing learning through IT innovation. Retrieved February, 2013 @ http://net.educause.edu/ir/library/pdf/eli3001.pdf