Transformational Learning and e-portfolios: A Pedagogy for Improving Student Experience and Achievement

By Andrea Raiker.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

Transformative learning occurs when an individual’s understanding opens up a new vista of interconnected learning. As an individual develops, s/he is increasingly able to solve abstract problems logically and to think critically of the self and others in moral, social, emotive and judgmental terms. The individual assimilates and accommodates the reformed knowledge gained into new structures of thought, affecting esteem and efficacy. The transformation achieved results in autonomy, a necessary attribute in the current climate of world-wide change. Of course, the reformed knowledge might result in negative outcomes with the individual’s sense of self being lowered with resulting dependency. A way of ensuring positive outcomes is through the structured and supported use of e-portfolios in personalized and reflective mode. This approach reflects current policies in England calling for the development of e-assessment and the embedding of personal learning and thinking skills into school, further and higher education curricula. However, the success of these initiatives will be determined by what happens at the point of pedagogical interaction. This paper takes as its starting point the UK’s Joint Information Systems Committee’s declaration that in using e-portfolios the pedagogy not the resource comes first.

Keywords: Transformative Learning

The International Journal of Learning, Volume 16, Issue 8, pp.313-324. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.423MB).

Dr. Andrea Raiker

Fellow, Centre of Excellence for Teaching and Learning, Centre of Excellence for Teaching and Learning, University of Bedfordshire, Bedford, Bedfordshire, UK

Andrea’s current role involves in participating in policy making at the University of Bedfordshire’s Centre of Excellence for Teaching and Learning. She is at present putting that policy into practice by supporting colleagues in integrating personalized, realistic and transformative learning into curricula as part of processes designed to promote autonomy, employability and lifelong learning. Her research interests lie in exploring the potential of threshold concept theory to enhance the student experience. She is particularly interested in the interplay between language and resource in learning and teaching, and the genres involved in transferring control from academic to student.


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