EPortfolios: Institutional Adoption Strategies E-Learning Strategies & Practices Hokling CHEUNG Office of Education Development and General Education City

ePortfolios: Institutional ePortfolios: Institutional Adoption StrategiesAdoption Strategies

ePortfolios: Institutional ePortfolios: Institutional Adoption StrategiesAdoption Strategies

E-Learning Strategies & PracticesE-Learning Strategies & PracticesHokling CHEUNG

Office of Education Development and General EducationCity University of Hong Kong

December 1, 2010

Source: Everett Rogers, Diffusion of Innovation Theory

Innovation Adoption

Visions Visions Pragmatic ValuesPragmatic Values

(Everett Rogers, 1962 & VH Carr Jr, 1999)


Visions

ePortfoliosePortfoliosePortfoliosePortfolios

Personal Development

PlanningA Personal

Learning SpaceApproaches to

Lifelong Learning

Digital Identity User-centric

e-Learning Environment

Social Learning & Learning

Communities

Visions Visions

“A portfolio tells a story.”

“The portfolio is a laboratory where students construct meaning from their accumulated experience.”

“A portfolio is opinion backed by fact ..”

Paulson & Paulson, 1991

A teaching portfolio “summarizes major teaching accomplishments and strengths of a professor, and provides a selective account of best practices. It is both reflective and qualitative in its assembly, and involves the collection and presentation of materials in a concise manner (i.e., it's more than just a container to showcase instructional materials)." http://www.tss.uoguelph.ca/resources/idres/packagetd.html

What are they?

ePortfoliosePortfolios

http://www.tss.uoguelph.ca/resources/idres/packagetd.html

http://www.tss.uoguelph.ca/resources/idres/packagetd.html

Types of Portfolios• Learning portfolios• Employment portfolios• Assessment portfolios• Showcase portfolios• Personal development portfolios• Teaching portfolios• Training portfolios

These different "types“ of ePortfolios reflected the fact that ePortfolios are being produced and consumed (used) in many different processes, or to manage different processes.

Serge Ravethttp://www.eife-l.org/publications/eportfolio/documentation/positionpaper


?Paperless portfolios

An ePortfolio is “a collection of authentic and diverse evidence, drawn from a larger archive, that represents what a person or organisation has learned over time, on which the person or organisation has reflected, and designed for presentation to one or more audiences for a particular rhetorical purpose". Educause, NLII, 2003

What are they?

process product

Learning Learning DevelopmentDevelopment

Plan Execution Plan Execution Documentation Documentation

ReflectionReflectionCollaborationCollaboration

ShowcaseShowcaseAssessmentAssessment

GraduateGraduateEmployment Employment ProfessionalProfessional

AppraisalAppraisal

ShowcaseShowcaseAssessmentAssessment

GraduateGraduateEmployment Employment ProfessionalProfessional

AppraisalAppraisal

MANAGEMENT (frequent update, sharing, dialogic feedback & collaboration)

PRESENTATIONIDENTITY

+ +

self

Personal particularsPersonal particularsBiographyBiography

Values & BeliefsValues & BeliefsGoals Goals

AspirationsAspirationsStylesStyles

Interests & HobbiesInterests & Hobbies


What are they to e-Learning?


- role-based/hierarchical• Instructor vs Students

- unequal access to functions & info.- distributive- web 2.0: Wiki, Blog, RSS (partial)- course-based- teacher-owned

LearningManagement

Systems

e-Learninge-Learning

anywhere

anytime

synchronous

asynchronous

InternetInternet (Web2.0)(Web2.0)

Web as a platform open for everyone to participate,share information,organize & create knowledge,initiate discussion & activities, social network & collaborate etc.


anywhere

anytime

synchronous

asynchronous

take snapshots of different moments of life

capture the motion of time and interaction

record the music of laughters and tears

Technologies have enabled everyone of us to

interact in different ways

communicate everywhere

with whoever we want

make things much more portable

and sharable

ePortfolios are• repository of work & experiences• personal knowledge management tools• showcase of reflective learning and lifestyle!• celebration of accomplishments• platforms for connection• lifelong learning strategies

ePortfoliosePortfoliosuser centricpersonal & socialmanagement

goals & plansactivitiesthoughtsartifactscomments & feedbackaccess & privileges

collaborationpresentation & showcase


anywhere

anytime

synchronous

asynchronous

hierarchica

l

unequal acce

ss

course

-based

distrib

utive



Communication Implementation Investigation

Information Facilitation Evaluation

2009-11 ePortfolios for All: A Roadmap for Success2007-09 Electronic Learning Portfolio2005-06 English Language Portfolio

ePortfolio for Learning

Outcomes

Reflection, Feedback & Dialogue

attend classes

complete assignments

take examinations

get the grades

enjoy the break

Extrinsic Motivation

Activities + Outcomes

Outcomes + Goals

Goals + Actions

Intrinsic Motivation

relate

internalise

ePortfolio: Goals, Action Plans, Accomplishment, Reflection, Collection of Artifacts, Qualifications

“…without a central focus on

reflection, e-portfolios are in danger of becoming simply a collection of information rather than a mechanism for the development of meaningful knowledge.”

Battacharya, M & Hartnett, M. E-Portfolio Assessment in Higher Education [Online]. Available: http://fie.engrng.pitt.edu/fie2007/papers/1720.pdf [Accessed June 17, 2008]

• (By using ePortfolio,) I can focus on what my goals are, and follow step by step to achieve my goals.

• (ePortfolios) enable me to evaluate my learning process and outcome.

• As a research student, I find ePortfolio is a useful tool for managing information and organising thoughts...thanks.

• (ePortfolio) helps me plan my three years’ university life.• (ePortfolio helps us) review what we have done, evaluate our

goals and express our strengths to others. • ePortfolio is useful for every students. I think that ePortfolio

workshops should be promoted to all students since their first year in the university.

Some comments from ePortfolio developers

Feedback from students

• Many students (65%) realise that preparation and planning like goal setting, action planning, knowing the course ILOs and assessment criteria, etc. are helpful for achieving better performance.

(634 students responded in Semester A & B 2007-8)

Having the experience in developing ePortfolios and learning to reflect, many students identified important factors or strategies that can help them learn better.

Feedback from students

(634 students responded in Semester A & B 2007-8)

The positive effect on learning is related mainly to the practices of reflection and the process of portfolio making.

Both formative and summative reflection were agreed to be important by about half of the students.

• 56% reflection is very important during the process of learning.

• 46% reflective review and summary at the end of a particular course or activity is important.

• 62% students think that the process of developing a portfolio is useful for learning.

• 34% students think the end product of the portfolio is useful for learning.

Courses

Programmes

Co-curriculum Senior Management

Students

Teachers

Integration to courses & activities

Other universities

Celebrities

Employers

Overseas universities

Secondary schoolsStudent Learning Profile (SLP)

Professional Development

Job Application

Staff DevelopmentExchange

Academic advising

Field Trip

Student Ambassadors

Employment preparation

Language

Internship

University transitions

Policies

ePortfoliePortfoliosos

Phase 2005-072005-07 2007-092007-09 2009-112009-11

DepartmentsDepartments •English Language Centre•Education Development

Office

•English Language Centre•Biology and Chemistry•Public and Social Administration•English and Communication•Division of Building Science and

Technology •School of Graduate Studies•Computer Studies•Education Development Office

•English Language Centre•Biology and Chemistry•Public and Social Administration•English and Communication•Division of Building Science and

Technology •School of Graduate Studies•Electronic Engineering•Information Systems•Office of Education Development

and General Education

Workshop typesWorkshop types – Course-based learning ePortfolio workshop

– Course-based learning ePortfolio workshop

– Learning ePortfolio workshop– Internal Teaching ePortfolio

workshop

– Course-based learning ePortfolio workshop

– Learning ePortfolio workshop– Employment ePortfolio

workshop– Teaching ePortfolio workshop– Creative use of multimedia – Portfolio information seminar

ePortfolio typesePortfolio types English Language Portfolios Electronic Learning Portfolios Learning ePortfoliosGraduate/Employment ePortfoliosTeaching ePortfoliosProfessional ePortfoliosCelebrities ePortfolios

Number of Number of ePortfoliosePortfolios

260 3400 4800 (up till now)

ePortfolio CoverageePortfolio CoverageePortfolio CoverageePortfolio Coverage

ePortfolios for All: A Roadmap For SuccessePortfolios for All: A Roadmap For SuccessA CityU Teaching Development Grant funded project

ePortfoliosePortfolios: : Plan, Manage, Reflect and Present Plan, Manage, Reflect and Present Your Goals, Accomplishments and ExpertiseYour Goals, Accomplishments and Expertise

exchange

internshipcourse work

workshops

group projects

community services

final year projectcourses further study

community services

professional membership

projects

awardspart-time jobsStudent unions

study tripevent organisation recognitions

competitionspublications

Language Portfolios

Learning Portfolios

Graduate/Employment Portfolios

Performance AppraisalPortfolios

Showcase Portfolios

Professional Portfolios

Learning & Development Graduation Continuing Professional Development

Enhancement of Learning & Teaching

• Motivation & Engagement• Goal Setting & Action Planning• Reflection/Reflective Practice• Learning & Knowledge Management• Learning Community• Lifelong Learning

Academic Advising• Self-awareness• University Study Guidance• Students at-Risk Assistance

Professional Development• Articulation of Expertise & Achievements• Career Planning and Preparation • Tenure Review, Awards, Promotion• Reflective Practice• Publicity

Outcomes• Performance Assessment• Evidence Collection• Evaluation/Quality Assurance

Teaching

Institutional Enhancement

Employment

Assessment

Learning

Academic Advising

Professional Development

ePortfolios ILOsILOs

TLAsTLAs ATsATs

Track II: Roadmaps

ePortfolio Repository: Discipline specific ePortfolio templates to inform, recommend & direct students to specific resources, services, co-curricular activities, workshops and schemes etc.

Guide students towards: programme outcomes, ideal graduate attributes and employment opportunities

Celebrities’ ePortfolios

ePortfolios for All: A Roadmap for Success - Project OverviewProject Overview

ePortfolios

Generic structure with specific strategies

Teacher Learning Outcomes1. design & construct their own professional ePortfolios2. guide students to become Ideal Graduates3. recognise the importance of reflection in learning4. adopt strategies to encourage student reflection

Student Learning Outcomes1.use effective skills and strategies to

design ePortfolios for specific purposes

2.select and use available tools to construct ePortfolios

3.identify how CityU's learning activities, support resources and services, etc, relate to attaining the Ideal Graduate attributes and programme outcomes

4.adopt reflective practices to manage learning and development

5.articulate and evidence their accomplishments, abilities and aspirations in the specific context of learning and development.

Project Aims:1.lay the foundations of a university wide ePortfolio culture2.actualise full student learning experience3.promote the goal of becoming CityU Ideal Graduates 4.motivate students to take ownership and responsibility

for their learning, development and career success5.inform and motivate students to use available support resources & services 6.motivate teachers and coordinators of co-curricular activities to review their teaching and coaching practices and integrate reflection into the related activities

purposes, contexts & audience

Learning ePortfolios

Career PreparationePortfolios

Personal Development

ePortfoliosProfessional ePortfolios

Graduate ePortfolios

Investigators (PI) and Co-Investigators (Co-PI) of the Project

Hokling Cheung (EDO) (PI)Dean Fisher (ELC) (PI)Andy Chan (EE) (Co-PI)Arthur Cheung (SA) (Co-PI)Paul Shin (BCH) (Co-PI)Christoph Hafner (Co-PI)Terence Cheung (Co-PI)Valerie Pickard (ELC) (Co-PI)Vicky Chan (EDO) (Co-PI)+ participating teachers and activities coordinators(40 ELC Teachers, Tania Lau, Amy Mak, Ron Kwok, Jackie Lou, Connie Ng, Winnie Yee, Stephanie Lai, Anita Lam, Kevin Forde, Tak Yan Lee, Teresa Chow, William Leung & etc.)

students teachers

institution

ePortfolioCommons

Self-selected students and students from participating courses & co-curricular activities. Available to all CityU students.

Investigators of the project, teachers and coordinators of co-curricular activities.

Departments, programme leaders and other university support units.

Track III: Staff Development

Project investigators create their own professional development ePortfolios. Collaboration with teachers and co-curricular activities coordinators to integrate

ePortfolio, reflection or related skills in the programmes, courses or activities.Appreciation of the value of ePortfolios for development and learningProvide encouragement and set an example for students

Track I: Student LearningDesign and delivery of voluntary workshopsSpecific students targeted

(e.g. A+++ students, student ambassadors)University-wide promotionePortfolio Competition and Award Ceremony

Promotion

Training

Research

Outreach

Other Universities/

Schools/Professionals/

Employers

Management/Other Related Departments

Students/Student

Celebrities/Helpers

Teachers/ Coordinators/Programme

leaders

http://www.cityu.edu.hk/edge/eportfolio

University Success Roadmap– ePortfolio template for transitions and

university study guidance ePortfolio Workshops/Sessions

– Learning– Employment– Teaching– Creative Use of Multimedia– Strategic Teaching Enhancement Programme– ePortfolio Information Seminar

Online Guides & Resources– ePortfolio HOW– ePortfolio WHY– ePortfolio GALLERY/Repository

Celebrities’ ePortfolios– Student celebrities– Teacher celebrities– Professional celebrities

Research & Publications– ePortfolio Pedagogies– ePortfolio Technologies– Impact on learning– Impact on employability– Generic structure of ePortfolios– Publicity & information leaflets

ePortfolio Competition ePortfolio Commons

http://www.cityu.edu.hk/edge/eportfolio

University Success Roadmap– ePortfolio template for transitions and

university study guidance ePortfolio Workshops/Sessions

– Learning– Employment– Teaching– Creative Use of Multimedia– Strategic Teaching Enhancement Programme– ePortfolio Information Seminar

Online Guides & Resources– ePortfolio HOW– ePortfolio WHY– ePortfolio GALLERY/Repository

Celebrities’ ePortfolios– Student celebrities– Teacher celebrities– Professional celebrities

Research & Publications– ePortfolio Pedagogies– ePortfolio Technologies– Impact on learning– Impact on employability– Generic structure of ePortfolios– Publicity & information leaflets

ePortfolio Competition ePortfolio Commons

ePortfolio WorkshopsePortfolio Workshops

• steers first-to-final-year students • emphasizes whole-person development & lifelong

learning• facilitates student-centric information delivery• develops reflective thinking skills & other important

generic skills

Roadmap for University Success

http://www.cityu.edu.hk/edo/eportfolio/roadmap

PublicationsFisher, D.W., Cheung, H.L., Chen, Y., Chan, Y.F. & Wong, M.C. (forthcoming). ePortfolios for higher education: A Hong Kong perspective. In D. Cambridge (ed.) Global Diffusion of E-Portfolio: Solutions for Collaborative Education. IGI Global.

Kwok, C.W., Cheung, H.L., Chen, Y.J., Thadani, D., Bandyopadhyay, R., Lau, T.Y. & Wong, M.C. (forthcoming). Positive effects of reflective ePortfolio on overseas exchange learning experience. In 3rd International Conference on Computer Supported Education, the Netherlands, 6-9 May, 2011.

Fisher, D.W., Cheung, H.L., Pickard, V. & Chen, Y.J. (2010). Embarking on the Journey of ePortfolio Experience: A New Approach to Enhance Graduate Employability. Learning Forum London 2010, ePortfolio 2010 and Key Competencies 2010, London, July 5-7, 2010.

Kwok, C.W., Cheung, H.L., Pickard, V., Chen, Y.J., Lau, T.Y., Bandyopadhyay, R. & Wong, M.C. (2010). Effects of Reflective e-Portfolio on Students' Overseas Exchange Learning Experience. Teaching and Learning Symposium 2010, Hong Kong, June 6-8 2010.

PublicationsZhou, M., Cheung, H.L., Wong, M.C., Chan, Y.F. & Pickard, V. (2010). An Evaluation of Electronic Portfolio Platforms in Higher Education. e-CASE & e-Tech 2010 Conference, Macau, China, January 25-27, 2010. (Distinguished Paper Award)

Cheung, H.L., Zhou, M., Pickard, V., Fisher, D.W. & Chan, Y.F. (2010). The Design, Implementation and Evaluation of a Generic Structure for ePortfolios/Portfolios. e-CASE & e-Tech 2010 Conference, Macau, China, January 25-27, 2010.

Cheung, H.L., Fisher, D.W., Pickard, V. & Chan, Y.F. (2009). Scaffolding Student Learning: Integrating ePortfolios into the University Experience. International Conference on Improving University Teaching (IUT), Vancouver, Canada, July 14-17, 2009.

Williams, F., Chan, Y.F. & Cheung, H.L. (2009). The English Language E-portfolio. In J. Zubizarreta (ed.). The Learning Portfolio. San Francisco, Calif.: Jossey-Bass.

Williams. F., Chan, Y.F. & Cheung, H.L. (2007). Promoting Active and Reflective Learning Through e-Portfolios: Difficulties And Challenges. International Conference on Improving University Teaching (IUT), Jaén, Spain, July 4 -7, 2007.

ePortfolio & Employability

Job applicationJob application Maintaining employment & obtaining new employment if neededMaintaining employment & obtaining new employment if needed

To what extent can ePortfolios help students develop a set of skills and strategies that are desirable for employers?To what extent can ePortfolios help students develop a set of skills and strategies that are desirable for employers?

Skills & strategies developedSkills & strategies developed

Important in the workplaceImportant in the workplace=

Will employers view job applicants' ePortfolios if a link is provided?

At which stage of the recruitment process do employers see ePortfolios as being potentially most effective?

Will employers view job applicants' ePortfolios if a link is provided?

At which stage of the recruitment process do employers see ePortfolios as being potentially most effective?

Ref: Hillage, J and Pollard, E (1998) Employability: developing a framework for policy analysis. Research Brief 85, Department for Education and Employment

Ref: Hillage, J and Pollard, E (1998) Employability: developing a framework for policy analysis. Research Brief 85, Department for Education and Employment

Student Post-Experience & Employer SurveysEmployability Enhancement (Some preliminary data)

Goal Setting & Action PlanningGoal Setting & Action Planning

Skills developedSkills developed

Important in the workplaceImportant in the workplace

Post-Experience & Employer SurveysEmployability Enhancement (Some preliminary data)

Identify Strengths & WeaknessesIdentify Strengths & Weaknesses



Record AccomplishmentsRecord Accomplishments





Provide Evidence forPerformance ClaimsProvide Evidence forPerformance Claims




Establish a Positive ImageEstablish a Positive Image


Provide Evidence forPerformance ClaimsProvide Evidence forPerformance Claims



Employability

Job applicationJob application

Employability

Job applicationJob application





Why top down?What are the needs & challenges?

What are the possible benefits?

ePortfolio Initiatives at National Level & in ePortfolio Initiatives at National Level & in Tertiary InstitutionsTertiary Institutions

EuropeEurope Europass & EPICC: increase transparency of qualifications, citizens’ mobility, lifelong learning, continuing professional development

UKUK Personal Development Planning (PDP)

AustraliaAustralia development of graduate capabilities

USUS reflective learning and personal development

CanadaCanada Graduation Portfolio Assessment

HKHK Outcomes-Based Teaching & Learning (OBTL), Student Learning Profile (SLP) & Other Learning Experience (OLE)

Driving Forces– National policy (Mobility of Citizens & Competiveness)

– Course/Programme/School level– Student centered learning– Graduate capabilities– Generic skills & knowledge for real-world applications– Employment, Job search/ Transparency of Qualifications – Appraisal, Tenure and promotion processes– Infusion of technology/ Empowerment of individuals– Digital, Not Physical!– Outcomes based teaching & learning– Authentic and performance assessment– Institutional achievement/ improvement– Academic advising– Career consultation– Whole Person Development– Lifelong learning

POLICYPOLICY

LEARNING LEARNING OUTCOMESOUTCOMES

EMPLOYABILITYEMPLOYABILITY

TECHNOLOGYTECHNOLOGY

QUALITY QUALITY ASSURANCEASSURANCE

GUIDANCEGUIDANCE

LIFELONG LIFELONG LEARNINGLEARNING

Relevant Trends in Higher Education• Authentic learning experiences• Learning communities (peer learning, collegiality)

• Competencies & outcomes• Transferable & employability skills• Blending information literacy, technology fluency,

communication proficiency, presentation skills and domain knowledge

• Treating students as big-picture thinkers and critically engaged doers

• Academic advising• Reflective practices & continuous development (employability)• Era of accountability & QA• Lifelong learning Reese, M. et al & Moore, Anne H. et al

http://net.educause.edu/ir/library/pdf/ERB0904.pdf

http://net.educause.edu/ir/library/pdf/ERB0904.pdf

Issues & ChallengesPerception & Purposes

– confusion caused by widely differing definitions and perceptions of the nature and functions of ePortfolios. ePortfolios are not only different things to different people, they can also be different things to the same person as perspectives and purposes change.

– problems arising from the conflicting paradigms and purposes of ePortfolios (Barrett and Carney, 2005)

Motivation– Benefits/Incentives (extrinsic & intrinsic motivation)– Time & efforts– Technical challenges (digital native vs consumer)

Issues & Challenges

Who is going to view this portfolio?

Is there any template to

follow?

What should be the content

structure?

?

Which type of ePortfolio to create?

Generic Structure of ePortfolios

Personal particulars, biography, values & beliefs, interests and hobbies etc

Purpose, audience, achievements and development, reflection and future direction

Representative work & evidence

Official recognition of achievements, qualifications, contribution and participation

PROFILE

SUMMARY

SHOWCASE

QUALIFICATIONS

Generic Structure of ePortfolios

Enhances accessibility, usability and readability for more effective communication

Develops generic and transferable knowledge and skills which eases the demands on training and support resources for future ePortfolio development

Allows creativity as developers can choose to adopt or adjust the structure according to their own needs

Provides a sound framework for managing and showcasing one’s accomplishments, expertise and aspirations

Benefits!

Issues & ChallengesPedagogy

– Instructional design– Faculty development– Curriculum review and design

Technology– Integration with existing LMS– Commercial or open sourced– Universal standards (Interoperability & portability)– Availability (lifelong?)– Emerging features and functions

One-web-page (simple HTML)Digital storyMore emphasis on reflection

Website Advanced HTMLEmphasis on technologies

Bb Basic Portfolio functionDirect use of templatesEmphasis on reflection

2005-2006 2007-2009

Blackboard, Desire2Learnpilot, Fusionpilot and Google SitesGeneric ePortfolio structure ePortfolios for diverse purposes

2009-2010

Course-based Wikis and Blogs Digital story More emphasis and facilitation on feedback

Wiki functions in MyExpoUser centric application

2011 & beyond

Google Apps,Mahara,

FacebookMobile solutions

Institutional commitments, integration & strategies

The Chronology of CityU’s ePortfolio Technologies

?

Proposing the Institutionalisation Proposing the Institutionalisation of ePortfolios forof ePortfolios forTeaching and Learning Teaching and Learning Enhancement at CityUEnhancement at CityU Institutional

commitments & supports

• enhance learning and employability• enhance teaching

Curriculum & Co-Curriculum• ePortfolios should be integrated into all General

Education core courses for all first year students to record, manage and reflect on their learning and development;

• Students who apply for scholarships, exchange programs or internships in CityU should submit ePortfolios as a requirement for application.

Faculty development• ePortfolios should be used for peer

review/observation among teachers;• Teachers who apply for Teaching Excellence

Awards should submit ePortfolios as a required document for application.

Technical infrastructure• Technology infrastructure should address the

requirements of ePortfolios for all through coordinated efforts in testing and integrating ePortfolio platforms and tools into the existing IT infrastructure such as an online learning management system;

• Students should be able to continue to own and develop ePortfolios after graduation for at least three years, and ideally, life-long.

Quality assurance • The ePortfolio should be used as a course evaluation

tool;• The ePortfolio should be used as a performance

appraisal tool for evaluating teaching performance;• The ePortfolio should be recognized as one of the means

to evaluate Outcomes Based Teaching and Learning (OBTL);

• The ePortfolio should be recognized as a core IT literacy skill for all students, teachers and staff.




Proposing the Institutionalisation Proposing the Institutionalisation of ePortfolios for Teaching and of ePortfolios for Teaching and Learning Enhancement at CityULearning Enhancement at CityU

What will future users do with

the technologies?

Web 1.0Web 1.0mostly read-only web

Web 2.0Web 2.0wildly read-write web

RSS

PodcastsBlog

Facebook

WIKIBlogRSS

Podcasts

WIKI

Twitter

YouTubeYouTube

videoFlashFlash

Web 3.0portable personal web

Image source: http://graphics8.nytimes.com/images/2005/10/10/opinion/1010opart.jpg by Randy Siegel

http://graphics8.nytimes.com/images/2005/10/10/opinion/1010opart.jpg

Portfolio of Passions

References• Moore, Anne H., Fowler Shelli B., Brent K. Jesiek, John F. Moore, and C. Edward

Watson. “Learners 2.0? IT and 21st-Century Learners in Higher Education" (Research Bulletin, Issue 7) (Boulder, CO: EDUCAUSE Center for Applied Research, 2008), 5, available from http://www.educause.edu/ecar.

• Carr Jr. V. H. (2001). Technology Adoption and Diffusion. Retrieved November 29, 2010, from http://www.au.af.mil/au/awc/awcgate/innovation/adoptiondiffusion.htm

• Lambert, S. R., & Corrin, L. E. (1007). Moving towards a university-wide implementation of an ePortfolio tool. Australian Journal of Educational Technology, 23(1), 1-16.

• Reese, M. & Levy, R. (2009). Assessing the future: E-portfolio trends, uses, and options in higher education. In EDUCAUSE Research Bulletin, Volume 2009, Issue 4.

• Rogers, E. M. (1995). Diffusion of Innovations (4th edition). New York: The Free Press

• The Telegraph. (2010). "Happy 40th birthday, the internet: 20 milestones in the net's development". Retrived on November 29, 2010, from http://www.telegraph.co.uk/technology/news/6455139/Happy-40th-birthday-the-internet-20-milestones-in-the-nets-development.html

THANK YOU!THANK YOU!

Documents

EPortfolios: Institutional Adoption Strategies E-Learning Strategies & Practices Hokling CHEUNG Office of Education Development and General Education City