Adams, J. (2007) ‘Artists Becoming Teachers: Expressions of Identity Transformation in a Virtual Forum’ International Journal of Art and Design Education, 26 (3), pp264-273.

Adams, J. (2007) ‘Artists Becoming Teachers: Expressions of Identity Transformation in a Virtual Forum’ International Journal of Art and Design Education, 26 (3), pp264-273.

Although the article focuses on art and design graduate’s identities as they train to become teachers, it does highlight a parallel challenge associated with the ways of working with e-learning technologies – VLE or e-portfolio; “There are problems of expression that are brought about by the juxtaposition of visually and spatially adept artist-learners constrained within a largely textual environment.” (p.264)

In discussing identities of the artists and designers, the author refers to the idea that personalisation may only exist through social interaction. So this expression has manifested itself in the social aspects of forum conversation in the virtual learning environment, despite the constraints of a text-oriented interface.

Butler, P. (2006) A Review of the Literature on Portfolios and Electronic Portfolios

Butler, P. (2006) A Review of the Literature on Portfolios and Electronic Portfolios [Online] Available at: https://eduforge.org/docman/view.php/ 176/1111/ePortfolio%20Project%20Research%20Report.pdf (accessed 23 July 2007)

2006 review of literature on e-portfolio research with some focus on art and design specific e-portfolio use. The most significant points emerging relate to the purpose and use of e-portfolios and from where these are driven. (Purposes: what an e-portfolio is designed for. Uses: What e-portfolios are actually used for.) Although there are several interpretations of the purposes of e-portfolios, they essentially range from, at one end of the scale, a process / learning portfolio to, at the other, representational / showcase.

Art and design specific analysis is based on a relatively small sample of literature but indicates a subject-oriented preconception that is also evident in other fields. For art and design this is that the portfolio is fundamentally a collection of visual work, often supported with reflective / explanatory information.” (Blaikie et al., 2004)

The review highlights benefits associated with electronic portfolios: skill development; evidence of learning; feedback; reflection; psychological benefits; assessment; artefacts; maintenance; portability and sharing. (p11)

Lave, J. & Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation Cambridge: Cambridge University Press

Lave, J. & Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation Cambridge: Cambridge University Press

The authors describe the concept of legitimate peripheral participation as being central to their theory of Situated Learning. In broad terms, legitimate peripheral paticipation describes the way in which members of communities of practice are valued by their willingness to learn and contribute to the knowledge of a sociocultural community based on a predicated mastery of existing knowledge and skills.

There is a relationship with this theory and the recurrent capacity of Web 2.0 technologies as described by Downes (2007); Interaction: participation in a community of practice; Usability and Relevance. So there are significant parallels to the theme of ownership (user, organisational) of portfolios for learning and employment.