文章基本信息

标题：Fostering Integrative Knowledge Through ePortfolios
本地全文：下载
作者：Melissa Peet ; Steven Lonn ; Patricia Gurin 等
期刊名称：International Journal of ePortfolio
电子版ISSN：2157-622X
出版年度：2011
卷号：1
期号：1
页码：11-31
出版社：VirginiaTech
摘要：This paper presents results from a study whichtested the validity of a conceptual model which proposes six dimensions of integrative knowledge and learning that result from students engaging in the core activities associated with the Integrative Knowledge Portfolio Process and Generative Knowledge Interviewing. These methods facilitate learning experiences that help students to identify, connect, synthesize and demonstrate knowledge and skills they are gaining from all areas of life. Six hundred and twenty students (both traditional and non-traditional) from 14 different learning environments across two campuses responded to pre/post surveys before and after they engaged with these methods. Results showed that students made significant gains on all six dimensions of integrative knowledge and learningwhich resulted in their increased capacity to: 1. identify, demonstrate and adapt know ledge gained within/across different contexts; 2. adapt to differences (i.e. in people and situations) in order to create solutions; 3. understand and direct oneself as a learner; 4. become a reflexive, accountable, and relational learner; 5. identify and discern one's own and others' perspectives; and 6. develop a professional digital identity. Students' gains on these dimensions were significant regardless of their academic discipline, race/ethnicity, gender, year in school or the type of learning environment in which they engaged with the Integrative Knowledge Portfolio Process