[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-599261-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-599261-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","centering-the-center-in-new-technology-initiatives-integrating-communication-into-eportfolios","Centering the Center in New Technology Initiatives - Integrating Communication into ePortfolios","","Centering the Center in New Technology Initiatives: Integrating Communication into ePortfolios examines how ePortfolios support integrative learning and argues for adding oral communication as a core, multimodal component. It connects communication competencies and critical thinking to active learning and highlights persistent bias that limits oral communication’s role in curricula. The article outlines portfolio-teaching foundations and proposes ways Communication Centers can partner with campus stakeholders to strengthen oral, critical, and reflective student learning across and beyond courses.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/centering-the-center-in-new-technology-initiatives-integrating-communication-into-eportfolios/599261/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/centering-the-center-in-new-technology-initiatives-integrating-communication-into-eportfolios/599261.png","ImageObject",300,407,{"name":42,"@type":43},"kopisore","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main argument for using oral communication in ePortfolio initiatives?","Question",{"text":63,"@type":64},"The text argues that oral communication should be incorporated into ePortfolios to complement text-centered reflection and to make clearer the relationship between critical thinking and communication.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How are ePortfolios described in relation to integrative learning?",{"text":68,"@type":64},"ePortfolios are described as digital representations that support reflection and help connect learning across courses and with experiences outside courses, acting as both process and product.",{"name":70,"@type":61,"acceptedAnswer":71},"Why do the authors emphasize communication competencies for students?",{"text":72,"@type":64},"Communication competence is presented as essential for students to express knowledge, ask questions, and articulate misunderstandings; it also helps deepen learning by connecting to critical thinking through communication.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},599261,1792911678,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":115,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Centering the Center in New Technology Initiatives: Integrating Communication into ePortfolios  \nStephanie Norander University of North Carolina at Charlotte  \nMiranda Rouse  \nUniversity of North Carolina at Charlotte  \nAn ongoing trend in higher education curriculum is a push for more active and holistic learning. The American Association of Colleges and Universities (AAC&U), for example, designates and promotes High-Impact Practices (HIPs) that facilitate engaged learning across student experiences ([www.aacu.org](www.aacu.org)). Such integrative learning initiatives empower students to both experience and articulate their educational journey, as a holistic endeavor, rather than a list of discrete and disconnected courses that add up to a degree. Threaded throughout the discourse on HIPs and integrative learning, is the idea that students should develop certain competencies, such as written and oral communication, through situated learning and practice throughout and across the curriculum.  \nDigital technologies also play a significant role in changing the way educators approach learning and in implementing new learning practices. ePortfolios are one way that campuses are working to shift away from traditional, stimulus-response models (e.g. reading, lecture, exam) that emphasize teaching to situated and transformational models that emphasize student learning (Batson, 2011) . ePortfolios are “digital representations of students’work and accomplishments along with their reflections on their learning”(Reynolds & Patton, 2014, p. 12) . They are used in integrative learning initiatives to promote learning as a process that is connected across courses and to experiences outside of courses. Ultimately, ePortfolios  \nare both a communicative process and product. They allow for students to reflect critically upon their learning and create a digital persona using multimodal channels of written, oral, and visual communication (Ramirez, 2011) .  \nePortfolio technologies offer powerful multimodal communication and content creation capabilities within a context that enables the integration of all learning (Buente et al., 2015) . Yet, many ePortfolio initiatives to date center textual representations of learning and sometimes integrating visual representations. The purpose of this article is to make the case for incorporating oral communication into ePortfolio initiatives, and to position Communication Centers as an invaluable resources in providing campus support for such initiatives. We argue that collaborating with campus partners engaged in ePortfolio work can position Communication Centers as a leading resource for faculty and students and further the connections between oral communication, critical thinking, and student learning Atkins-Sayre, 2012; Carpenter, Apostel, & Hyndman, 2012). To do so, we first provide a brief overview of literature on connections among the development of oral communication competencies, critical thinking, and integrative learning. Next, we outline the philosophical foundations of portfolio teaching, focusing on critical thinking, reflection, and communication. In so doing, we highlight the unrealized potential for oral communication to be an integral part of portfolio teaching and to provide students  \nwith multimodal learning experiences that complement the text-centered reflection assignments common to most portfolios. Finally, we outline suggestions for connecting Communication Centers toePortfolio work.  \nCommunication Competencies, Critical Thinking, and Integrative Learning  \nIncorporating communication competency into higher education is crucial for the overall development of students during their college career (Fleuriet, 1997) .“Communication competence can be defined as the ability to use language to communicate within a specific situation”(Rubin, 1982, p. 19) . Therefore, if students lack communication competency, they will not be able to sufficiently communicate the knowledge that they have, a","cbCainYklqtrQFIv","https://ap.wps.com/l/cbCainYklqtrQFIv","pdf",220243,"English","# ePortfolios, Integrative Learning, and Communication\n## Centering the Center in New Technology Initiatives\n## Communication Competencies, Critical Thinking, and Integrative Learning\n## ePortfolios, Integrative Learning, and Communication","[{\"question\":\"What is the main argument for using oral communication in ePortfolio initiatives?\",\"answer\":\"The text argues that oral communication should be incorporated into ePortfolios to complement text-centered reflection and to make clearer the relationship between critical thinking and communication.\"},{\"question\":\"How are ePortfolios described in relation to integrative learning?\",\"answer\":\"ePortfolios are described as digital representations that support reflection and help connect learning across courses and with experiences outside courses, acting as both process and product.\"},{\"question\":\"Why do the authors emphasize communication competencies for students?\",\"answer\":\"Communication competence is presented as essential for students to express knowledge, ask questions, and articulate misunderstandings; it also helps deepen learning by connecting to critical thinking through communication.\"}]","Centering the Center in New Technology Initiatives - Integrating Communication into ePortfolios | PDF",1792088442,23]