Developed by the University of Cumbria on behalf of the HEA Art, Design & Media Subject Centre: E-Portfolios in Art, Design and Media: Enhancing Learner Skills and Employability
Mehanna, W.N. (2004) ‘E-Pedagogy: The Pedagogies of E-Learning’ ALT-J, 12 (3), pp279-293
Mehanna develops a taxonomy of pedagogical traits through a grounded research approach. Findings are triangulated with an existing classification of pedagogies, research findings (29 effective practices) and theoretical backing. Of the pedagogic behaviours listed, non-linguistic presentation seems to bear relevance to the use of e-portfolios, suggesting that this is has a cognitive foundation.
Logan, C., Allan, S., Kurien, A. & Flint, D. (2007) Distributed E-Learning in Art, Design and Media: An Investigation into Current Practice The Higher Education Academy Subject Centre for Art, Design and Media
The research aimed to provide a picture of the current use of virtual learning environments and other learning and teaching technologies in these subject areas. The findings of the project were reviewed in the light of current literature, and the report provides development-oriented advice that aims to benefit stakeholders in these specialist subject areas.
Three kinds of findings contributed to the project. Detailed survey evidence describes current and extensive use of learning technologies and levels of user satisfaction; case studies provide in-depth accounts of practical and pedagogical issues involved in introducing e-learning into course programmes; and focus group findings give rich, qualitative accounts of real-life learning and teaching, including the student experience. The project’s evidence provides a picture of the diverse and innovative use currently being made of e-learning across art, design and media disciplines.
For further information visit:
http://pathfinder.cumbria.ac.uk/del1.html
Download the full report.
Strivens, J. (2007) A Survey of E-Portfolio Practice in UK Higher Education, [online] The Higher Education Academy www.recordingachievement.org/downloads/KD-HEAe-portfoliosurvey.pdf (accessed 6 December 2007)
The author acknowledges the rapidly changing landscape of e-portfolios, but discerns distinguishable trends from the research, including:
- The majority of HEIs using an electronic tool to support PDP.
- Half of HEIs use an e-portfolio tool.
- Significantly, the main purposes for e-portfolios were for supporting development and implementing PDP (organisational), whereas owners of an e-portfolio said that presentation was most important (user).
- Interoperability (cross-institution) was not a high priority, rather organisations wanting to integrate their own systems.
James, A. (2004) ‘Autobiography and Narrative in Personal Development Planning in the Creative Arts’ Art, Design and Communication in Higher Education, 3 (2), pp103-118
The article examines PDP in a creative arts context, exploring the tension between uses, the “external, sociocultural role (the demonstration of skills and assets to others) and capacity to enhance internal, individual understanding.” (p.103) – reflective and presentational facets.
The discussion concludes that PDP is neither discrete to academic or professional goals. But it does suggest that it is a record of a learning journey that has multiple applications for the synthesiser, acknowledging the learner centred nature of the PDP activity by stating; “This sense of self is both represented by and defined in various modes of expression”.
James, A. (2007) ‘Reflection Revisited: Perceptions of Reflective Practice in Fashion Learning and Teaching’ Art, Design and Communication in Higher Education, 5 (3), pp179-196
Taken from a fashion design context, the article explores (by case study report) the tension derived from the predominantly text-based reflective practices of PDP, and the non-text based modes of learning prevalent in art and design disciplines. The findings suggest two courses of action; “pedagogic research into greater understanding of the effect of non-textual reflection on learning, behaviours and assessment, and as curriculum practice which experiments with different non-textual activities and explicit modes of teaching reflective practice which can be measured.” (p.195)
