Date of this Version

2009

Document Type

Journal Article

Publication Details

Published Version.

Wilson, G., & Albon, R. (2009). Transitioning from print-based to digital teaching portfolio assessment in a foundations of university learning and teaching subject. Learning communities: International journal of learning in social contexts, (2), 55-73.

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2009 HERDC submission. FoR code: 1303

© Copyright Social Partnerships in Learning Research Consortium 2009

Abstract

The concept of a teaching portfolio in higher education is not new. However, for many teaching staff the concept of a digital or electronic teaching portfolio is very new - a perspective that cannot be ignored. Academic developers have a role to play in their institutions in making the concept of a digital portfolio understood by staff, and making transparent the many and varied options available to them to develop their own electronic portfolio. At one Australian university the elaboration and application of a teaching portfolio as a capstone assessment task has been embedded in a stand-alone Foundations of University Learning and Teaching subject as a way of documenting staff learning about their teaching as they progress through the semester-long subject. This paper focuses on the processes and application of guiding staff to make the transition from a print-based to a digital teaching portfolio, and makes recommendations for introducing a digital teaching portfolio into a Foundations subject for academic staff new to teaching and learning in higher education.

 

This document has been peer reviewed.

 

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