TY - JOUR
T1 - Transforming an engineering design course into an engaging learning experience using eportfolios
AU - Tucker, Taylor
AU - Vernooij, Esmee
AU - LaBore, Catherine
AU - Wolf, Ava R.
AU - Bo-Linn, Cheelan
AU - Baird, Robert Thomas
AU - Dancholvichit, Nattasit
AU - Liebenberg, Leon
N1 - Publisher Copyright:
© American Society for Engineering Education 2020.
PY - 2020/6/22
Y1 - 2020/6/22
N2 - Employers nowadays focus less on academic achievement and more on personal attributes, experience, and skills. Engineering educators must also contend with the need to involve students at cognitive and emotional levels in authentic, meaningful, and immersive learning experiences amidst a full curriculum. Electronic portfolios (or ePortfolios), combined with a series of mini projects, have the capability to uniquely address all these needs. ePortfolios have been shown to be effective for supporting student learning by serving as a powerful vehicle for students to display their individual competencies while also allowing faculty to provide personalized assessment. Due to the personalized nature of ePortfolios, and the engaging process of curating learning experiences and artifacts, we hypothesize that students will come to perceive their classroom learning experience as being multi-dimensional and immersive. Teaching students about meta-learning and requiring them to reflect on their learning via ePortfolios should further support a holistic learning experience. For the instructor and teaching assistants, ePortfolio-based projects will provide a good catalog of work for assessing student mastery as well as the opportunity to make meta-learning and reflective practice part of the assessment process. As students will also have the opportunity to give and receive feedback from their peers, they will have the benefit of incorporating other views and perspectives into their progress. This will help identify, strengthen, and consolidate their learning experiences.
AB - Employers nowadays focus less on academic achievement and more on personal attributes, experience, and skills. Engineering educators must also contend with the need to involve students at cognitive and emotional levels in authentic, meaningful, and immersive learning experiences amidst a full curriculum. Electronic portfolios (or ePortfolios), combined with a series of mini projects, have the capability to uniquely address all these needs. ePortfolios have been shown to be effective for supporting student learning by serving as a powerful vehicle for students to display their individual competencies while also allowing faculty to provide personalized assessment. Due to the personalized nature of ePortfolios, and the engaging process of curating learning experiences and artifacts, we hypothesize that students will come to perceive their classroom learning experience as being multi-dimensional and immersive. Teaching students about meta-learning and requiring them to reflect on their learning via ePortfolios should further support a holistic learning experience. For the instructor and teaching assistants, ePortfolio-based projects will provide a good catalog of work for assessing student mastery as well as the opportunity to make meta-learning and reflective practice part of the assessment process. As students will also have the opportunity to give and receive feedback from their peers, they will have the benefit of incorporating other views and perspectives into their progress. This will help identify, strengthen, and consolidate their learning experiences.
UR - http://www.scopus.com/inward/record.url?scp=85095754294&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85095754294&partnerID=8YFLogxK
U2 - 10.18260/1-2--35401
DO - 10.18260/1-2--35401
M3 - Conference article
AN - SCOPUS:85095754294
SN - 2153-5965
VL - 2020-June
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
M1 - 1444
T2 - 2020 ASEE Virtual Annual Conference, ASEE 2020
Y2 - 22 June 2020 through 26 June 2020
ER -