Colleagues: this is the presentation I made at the Athabasca University Graduate Student Association (AUGSA) conference (October 2019) based on my research study on reflection and feedback interaction in the development of ePortfolio projects.

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Athabasca University - 2019 Graduate Student Research Conference
Moving Beyond Place: Transforming Communities through Belongness and Relationships
October 25-27, 2019 - Edmonton, Alberta - Canada
Electronic Portfolios: Fostering Online Learning Communities
Rita Zuba Prokopetz
Image source: Clipart
Self / Peer
Reflection

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Internet Culture
Learning Space
Universities
Programs
Courses
ePortfolio
 ePortfolio
 Learning spaces
 Community members
 Fieldwork experiences
 Four constructs
 Theoretical lens
 Research questions and techniques
 Contribution
 Further studies
Background
Self and Peer Reflection

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Etic view
Emic view
Reflective
journal
Reflexive
journal
Rich
description
Eportfolio
subculture
Capstone course
Program
Institution
Vast Internet
learning space
Arvey (2003)
Doane (2003)
Eisner (1998)
“thick descriptions” (Geertz, 1973)

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observer
emic
participant
participant
- observer
etic
Primary research technique
Eisner (1998)
Lincoln and Guba (1985)
Body as a site of knowing
Conquergood (1991)
Examination of our ways of doing
Hibbert, MacIntosh, and Coupland (2010)

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•Bruner (1996)
•Hattie and
Timperley (2007)
•Wiggins (2012)
•Barrett and Richter
(2018)
•Dewey (1933)
•Rose (2013)
•Danielson and
Abrutyn (1997)
•Eynon and
Gambino (2017)
•Light, Chen and
Ittelson (2012)
•Batson (2018)
•Eynon and
Gambino (2017)
•Fullan (2013)
•Light, Chen and
Ittelson (2012)
Technology Pedagogy
InteractionReflection

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ePortfolio
Ecosystem
Social
Constructivism
Ecological
Constructivism
Bloom's
Taxonomy of
the Affective
Domain
Individual
Constructivism
Bateson (1972)
Capra (2002)
Bloom, Englehart, Furst, Hill, and Krathwohl (1956)
Krathwohl, Bloom, and Masia (1964)
Hoven and Palalas (2011, 2016)

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Feedback
receiving
Acknowledge
DiscernEvaluate
Incorporate
Doubt
•Am I able to do it?
•Should I attempt to do it?
Self-assessment
•What can I offer?
•What will I gain?
Belonging
•How can I participate?
•How can I contribute?
Reasoning
•Why focus on this aspect?
•Why suggest this change?

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Development of reflection: Value of reflective process
Self-reflection
Feedback giving and receiving: Sense of community
Peer-to-peer reflection
Development of reflection was perceived when students:
shared educational experiences
paused to think back on learning to date
Responses revealed that students:
expressed difficulty with how to give and receive feedback
responded, questioned, and integrated feedback
engaged in community building activities
Observation / Participation (3 semesters)
Questionnaire / Interviews (6 students)
Student Presentations (21 audio-files)
My reflective journal / My personal notes
Techniques
Self/peer
reflection
Image source: Clipart

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Pre-requisite
Experiential learning
Protocol
Study buddies
Structure
Course guidelines
Feedback
Gaining experience
Reflection
Meta-analytical approach
Modeling
Legacy
Affordances
Presentation/Discussion practice room

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Stimulating discussion on:
reflection
feedback interaction
capstone eportfolios
assessment innovation
contemporary theories of learning
richness of eportfolio in teaching and learning
Expanding contribution to:
eportfolio course revisions
campus-wide eportfolio implementation
scholarship on eportfolio as pedagogy

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Interaction
Study buddies
Technology
Platforms
Taxonomy
Domain integration
Self-development
Instructor teaching and learning
Pedagogy
Broader impact
Reflection
Framework
Feedback
Approaches and techniques

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Arvey, M. (2003). Doing reflexivity: A collaborative, narrative approach. In L. Finlay & B. Gough (Eds.), Reflexivity (pp. 163-175). Oxford, UK: Blackwell.
Barrett, H. C., & Richter, J. (2018). Reflection4Learning [Website].
Bateson, G. (1972). Steps to an ecology of mind: Collected essays in anthropology, psychiatry, evolution, and epistemology. Northvale, NJ: Jason
Aronson.
Batson, T. (2018). The eportfolio idea as guide star for higher education. The AAEEBL ePortfolio Review, 2(2), 9-11.
Bruner, J. S. (1996). The culture of education. Cambridge, MA: Harvard university Press.
Bloom, B. S., Englehart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational
goals. Handbook I: Cognitive domain. White Plains, NY: Longman.
Capra, F. (2002). The hidden connections: Integrating the biological, cognitive, and social dimensions of life into a science of sustainability. New York,
NY: Doubleday.
Conquergood, D. (1991). Rethinking ethnography: Towards a critical cultural politics. Communication Monographs, 58, 179-194.
Danielson, C., & Abrutyn, L. (1997). Introduction to using portfolios in the classroom. Alexandria, VA: Association for Supervision and Curriculum
Development.
Dewey, J. (1933). How we think. Buffalo, NY: Prometheus Books.
Doane, G. (2003). Reflexivity as presence: A journey of self enquiry. In L. Finlay & B. Gough (Eds.), Reflexivity (pp. 93-102). Oxford, UK: Blackwell.
Eisner, E. W. (1998). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. Upper Saddle River: NJ: Prentice Hall.
Eynon, B., & Gambino, L. M. (2017). High-impact eportfolio practice: A catalyst for student, faculty, and institutional learning. Sterling, VA: Stylus.
Fullan, M. (2013). Stratosphere: Integrating technology, pedagogy, and change knowledge. Toronto, ON: Pearson.
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.
Hibbert, P., MacInstosh, R., & Coupland, C. (2010). Reflexivity, recursion and relationality in organizational research processes. Qualitative Research in
Organizations and Management: An International Journal, 5(1), 47-62.
Hoven, D., & Palalas, A. (2011). (Re)conceptualizing design approaches for mobile language learning. CALICO Journal, 28(3), 699-720.
Hoven, D., & Palalas, A. (2016). Ecological Constructivism as a new learning theory for MALL: An open system of beliefs, observations and informed
explanations. In A. Palalas & M. Ally (Eds.), The international handbook of mobile-assisted language learning (pp. 113-137). China Central Radio & TV
University Press Co., Ltd.
Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives: The classification of educational goals, Handbook II: Affective
domain. London, UK: Longman Group.
Light, T. P., Chen, H. L., & Ittelson, J. C. (2012). Documenting learning with eportfolios: A guide for college instructors. San Francisco, CA: Jossey-Bass.
Lincoln, Y. S., & Guba, E. (1985). Naturalistic inquiry. Beverly Hill, CA: Sage.
Rose, E. (2013). On reflection: An essay on technology, education, and the status of thought in the twenty-first century. Toronto, CA: Canadian Scholars’
Press.
Wiggins, G. (2012). Seven keys to effective feedback. Educational Leadership, 70(1), 10-16.
Zuba Prokopetz, R. (2019, July 30). EdD dissertation defence. Retrieved from https://www.slideshare.net/RDCZP/edd-final-defence

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Thank you!
Athabasca University - 2019 Graduate Student Research Conference
Moving Beyond Place: Transforming Communities through Belongness and Relationships
October 25-27, 2019 - Edmonton, Alberta - Canada
Electronic Portfolios: Fostering Online Learning Communities
Rita Zuba Prokopetz