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Transformational learning and e-portfolios: a pedagogy for improving student experience and achievement

  • Andrea Raiker
Research Output: Contribution to journal Article Peer-review

Abstract

Transformative learning occurs when an individual’s understanding opens up a new vista of interconnected learning. As an individual develops, s/he is increasingly able to solve abstract problems logically and to think critically of the self and others in moral, social, emotive and judgmental terms. The individual assimilates and accommodates the reformed knowledge gained into new structures of thought, affecting esteem and efficacy. The transformation achieved results in autonomy, a necessary attribute in the current climate of world-wide change. Of course, the reformed knowledge might result in negative outcomes with the individual’s sense of self being lowered with resulting dependency. A way of ensuring positive outcomes is through the structured and supported use of e-portfolios in personalized and reflective mode. This approach reflects current policies in England calling for the development of e-assessment and the embedding of personal learning and thinking skills into school, further and higher education curricula. However, the success of these initiatives will be determined by what happens at the point of pedagogical interaction. This paper takes as its starting point the UK’s Joint Information Systems Committee’s declaration that in using e-portfolios the pedagogy not the resource comes first.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 313-323

Journal (Volume, Issue Number)

International Journal of Learning (Volume 16, Issue 8)

Publication milestones

  • Published - 01/01/2009

Publication status

Published - 01/01/2009

ISSN

1447-9494

External Publication IDs

  • handle.net: 10547/224574
  • Scopus: 77950294705

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