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Journal article
ePortfolio Composition: Fostering a Pedagogy of Well-Being
Across the disciplines, Vol.20(3-4), pp.87-109
2023
Abstract
This article proposes a pedagogy of well-being derived from the design of a high-impact practice (HIP) ePortfolio assignment. Research findings from a two-year pilot study revealed a recurrent trend that raised attention to the socio-psychological dimension that ePortfolios have on student learning and development. Teaching and researching during the COVID-19 pandemic served as a catalyst in this study. Moving forward from our pilot study (2020-2022), we
(re)designed ePortfolio pedagogies to better address student well-being. Our research crystallized a realization that ePortfolio spaces bridge the personal, the academic, and the outward-facing, and due to their reflective nature, can open
opportunities for self-observation, or making sense of experience in practical ways, and can even offer healing opportunities, resulting in a sense of catharsis for some students. We argue that the making of ePortfolios fosters well-being by asking writers to risk a new, tangible form of investigation that encourages radical reinventions of self. We dismantle the artificial binary that stigmatizes well-being as too personal and private for classroom inclusion. Our programmatic research advances dialogue about how ePortfolios repurpose authentic assessment of student learning over time.
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- Title
- ePortfolio Composition: Fostering a Pedagogy of Well-Being
- Publication Details
- Across the disciplines, Vol.20(3-4), pp.87-109
- Resource Type
- Journal article
- Publisher
- W A C Clearinghouse
- Number of pages
- 23
- Copyright
- © 1997-2023 The WAC Clearinghouse and/or the site’s authors, developers, and contributors
- Identifiers
- 99381803084306600
- Academic Unit
- College of Arts, Social Sciences, and Humanities; English
- Language
- English