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The following workshops are designed for those who currently teach students, but are especially geared toward those who are integrating ePortfolios into their curricula. Registration is required and space is limited.

Teaching Reflective Writing

One of the distinguishing features of ePortfolios is the reflective writing that provides context for artifacts and contributes to a coherent story and professional identity. Reflective writing is a window into how students understand concepts, make connections between experiences, apply knowledge to new situations, and consider implications for the future. Unfortunately, reflective writing doesn’t demonstrate these higher order thinking skills unless teachers prompt such thinking, provide opportunities for practice, and offer feedback that promotes development and deepens learning. Join us in this workshop to learn more about the different kinds of reflection, consider ways to incorporate reflection into existing course assignments and activities, and design ways to support students as they develop the higher order thinking that is expected in successful integrative, outward-facing ePortfolios. Participants can expect to leave the workshop with an action plan for integrating reflection into their own courses and strategies for offering feedback to promote critical thinking through reflection.

Teaching Technical Competency

The ePortfolio Project here at Auburn uses open-source platforms that provide lots of user support, but teachers still worry about providing support and instruction in the learning outcome of technical competency. We’ve defined that outcome in terms of navigation choices, attention to technical details, and ethical literacy. In this workshop we’ll demonstrate how we teach these elements to students and consider how to adapt these strategies to classroom activities or incorporate them into course requirements. We’ll spend the bulk of the workshop looking at student ePortfolios and considering how aspects of ethical literacy work in different disciplines. Participants can expect to leave with a better understanding of which technical features need their guidance and which do not and will create an action plan for incorporating one or more of these elements into their own courses.