Abstract: Eportfolio technology is simple to learn, but integrative eportfolio pedagogy takes time and support to master. Since eportfolio practice is most effective when students use it to connect learning across courses, disciplines, and semesters, eportfolio projects must move beyond "early adopters," engaging a broader group of faculty and staff to construct shared purpose and coordinated design. Effective work in those sectors is guided by the design principles of inquiry, reflection, and integration (see fig- 1)DRAWING ON THE LITERATURE High-impact eportfolio-focused professional development shares many characteristics with other types of professional development. Since the professional development literature is rich, we will touch on three threads that proved helpful to C2L teams.
Professional development for high-impact eportfolio practice.
Eynon, B., & Gambino, L. M. (2016). Professional development for high-impact eportfolio practice. Peer Review, 18(3), 4–8. http://aacu.org/peerreview/2016/summer/Eynon