Eportfolio and elearning: designing approach and methodoloy

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Oubenaissa-Giardina, L. & Lacourse, F. (2009). Eportfolio and elearning: designing approach and methodoloy. In T. Bastiaens et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (pp. 3021-3026). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/32916.

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Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2009
Vancouver, Canada
October 26, 2009
ISBN 1-880094-76-2
  Theo Bastiaens, Jon Dron & Cindy Xin
AACE

More Information on ELEARN
Table of Contents

Authors

Laila Oubenaissa-Giardina, CIRTA, Canada; France Lacourse, Université de Sherbrooke, Canada

Abstract

This article attempts to build a coherent and cohesive discourse for ePortfolio as an intercultural environment with a great potential for teachers professional and personal growth. By considering three aspects (paradigm, approach and methodology) and by going through a three-step dynamic cycle (informal learning, formal learning and learning residues), the article explores some pedagogical aspects in eportfolio design and use. It briefly presents, first, the model IFeLTs (Informal and Formal eLearning Transactions) as a tentative to portray elearning paradigm. Second, a conceptual framework is proposed to express a pedagogical approach to eportfolio in teacher education. Finally, a matrix for reflexive action is presented to draw the new skills and competencies that teachers should acquire to be effective in elearning paradigm.

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