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Mueller\u003Cbr>University of Calgary, [robin.mueller@usask.ca](robin.mueller@usask.ca)[ ](robin.mueller@usask.ca)HabounBair\u003Cbr>University of Calgary, haboun.bair@ucalgary.ca\u003Cbr>Follow this and additional works at: [https://ir.lib.uwo.ca/cjsotl_rcacea](https://ir.lib.uwo.ca/cjsotl_rcacea) |  |\n\nRecommended Citation  \nMueller, R. A., & Bair, H. (2018). Deconstructing the Notion of ePortfolio as a ‘High Impact Practice’: A Self-Study and Comparative Analysis. The Canadian Journal for the Scholarship of Teaching and Learning, 9 (3). Retrieved from https://ir.lib.uwo.ca/cjsotl_rcacea/ vol9/iss3/6  \nDeconstructing the Notion of ePortfolio as a ‘High Impact Practice’: A Self-Study and Comparative Analysis  \nAbstract  \nePortfolio has become a popular pedagogical tool on the higher educational landscape, often referred to as a“high impact practice” that has the potential to generate transformative learning experiences. After reflecting on our educational development consultations and undergraduate teaching practices with ePortfolio, we identified areas of resonance with, and misalignment between, research literature and our experiences with implementation. We have conducted a self-study to capture the narratives ofour experiences, and engaged in a comparative analysis of these narratives alongside ePortfolio best practice literature. We provide a comprehensive literature review, an overview of our narratives, and a discussion about the inconsistencies arising from our comparison. We conclude by offering some recommendations for application and suggestions for further inquiry.  \nL’ePortfolio est devenu un outil pédagogique populaire sur la scène de l’enseignement supérieur, on en parlesouvent comme d’une « pratique à fort impact » qui a le potentiel de générer des expériences d’apprentissage transformateur. Après avoir examiné nos consultations en matière de développement éducationnel et de pratiques d’enseignement au niveau du premier cycle avec emploi d’un ePortfolio, nous avons identifié des zones de résonnance ainsi que des dissonances par rapport à la recherche publiée et à nos expériences de miseen oeuvre. Nous avons mené une auto-évaluation afin de saisir les descriptions de nos expériences ainsi qu’une analyse comparative de ces descriptions côte à côte avec la documentation publiée sur les meilleurespratiques en matière d’ePortfolio. Nous présentons un examen complet de la documentation publiée, une vued’ensemble de nos descriptions et une discussion sur les contradictions qui découlent de notre comparaison. En conclusion, nous offrons quelques recommandations concernant la mise en application ainsi que des suggestions pour un complément d’examen.  \nKeywords  \nePortfolio, self study, comparative analysis, instructional design, assessment, SoTL  \nThis research paper/rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[https://ir.lib.uwo.ca/cjsotl_rcacea/vol9/iss3/6](https://ir.lib.uwo.ca/cjsotl_rcacea/vol9/iss3/6)  \nMueller and Bair: Deconstructing the ePortfolio  \nePortfolio has recently emerged on the higher education landscape as a popular tool for fostering and assessing student learning (Watson et al., 2016). A virtual version of the hard-copy portfolio, ePortfolio provides students an opportunity to demonstrate their skills, competencies, reflective practices, and learning in an authentic and flexible manner. With an aim to leverage momentum around ePortfolio use amongst instructors and students, the Taylor Institute for Teaching and Learning at the University of Calgary has recently invested in providing campuswide ePortfolio technology and support. However, despite the purported popularity of ePortfolios in higher edu","cbCailZABsILtl6z","https://ap.wps.com/l/cbCailZABsILtl6z","pdf",302229,16,"English","# Abstract\n# Introduction\n# ePortfolio Research and Literature\n# Self-Study and Comparative Analysis\n# Discussion and Inconsistencies\n# Recommendations and Future Inquiry","[{\"question\":\"What is the paper’s main purpose regarding ePortfolio?\",\"answer\":\"To deconstruct the idea of ePortfolio as a “high impact practice” by comparing the authors’ own implementation narratives with ePortfolio best-practice literature.\"},{\"question\":\"How do the authors conduct their study?\",\"answer\":\"They conduct a self-study to capture their experience narratives, then perform a comparative analysis of those narratives alongside the research and best practices literature.\"},{\"question\":\"What do the authors highlight from the comparison?\",\"answer\":\"They identify both resonance and misalignment between ePortfolio research literature and their real-world application in higher education teaching.\"}]","Deconstructing the Notion of ePortfolio as a 'High Impact Practice' - Article 6 - Winter 2018 | PDF",1792081828]