Abstract:

An e-Portfolio is a compilation of concrete artefacts in the form of text, graphics, animation, video and audio that document learning over time. The University of Ghana’s Master of Arts (M.A.) Programme in Distance Education and E-Learning (DEEL) offered its first e-Portfolio course in the Second Semester of the 2017-2018 Academic Year. This three-credit course was the final core requirement of the M.A. programme to enable students to use inquiry, reflection, and integration (I-R-I) principles in a structured way to demonstrate their growth and development as professionals. This paper focuses on the e-Portfolio experiences of one student (the lead author) and feedback from the instructor (the second author) about e-Portfolio pedagogy, the theoretical underpinning and the technology that underlie these all-digital platforms. The purpose of designing this e-Portfolio was to showcase the knowledge, skills, and core competencies acquired through the DEEL programme. The selection of artefacts for inclusion reflects constructivist learning theory while the collection of artefacts reflects positivist learning theory. In order to ensure that e-Portfolio leads to realisation of a targeted educational goal, Bloom's Digital Taxonomy was used to target specific taxonomy levels. Distance Education and eLearning (DEEL) programme is designed to develop qualified professionals in distance education and eLearning delivery and management. The rationale behind DEEL is to give prospective learners the theoretical knowledge and hands-on skills to lead the DEEL enterprise within organizations such as educational, business, government, non-profit organizations.

DEEL uses technology as mediating tool to deliver the content. The instructors use emerging technologies to deliver the content of course whiles leaners also use these same tools to learn. DEEL focuses on fostering a culture of innovation by putting critical thinking, curiosity, deep understanding, and tools of inquiry, creativity and problem-solving as pedagogy at the center of teaching and learning. The learners explore innovative shifts in the educational landscape and evaluate the opportunities and challenges of emerging technologies of the Fourth Industrial Revolution. Most of the course activities including assessments are done on Sakai Learning Management Systems and other learning tools and devises looking at the affordances of these tools such as Google Apps for education, Smart phones, MS PowerPoint, MOOCs, ePortforlio. DEEL uses learner-centered approach within the context of leaners own learning experiences towards the building of community of innovative practitioners and digital scholars. The paper concludes that using e-Portfolios as pedagogical tool requires a grasp with technical details of the learning platforms and the level of digital skills as these would impact the potential success of the integration of e-portfolios as reflective tools about students’ learning achievements.

Keywords:

E-Portfolio, artefacts, constructivist, positivist, Bloom's Digital Taxonomy, pedagogy.