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In the above video, Helen Chen (a prominent voice in the field) shares her thoughts about how powerful the High Impact Practice of reflective ePortfolios can be when leveraged as a vehicle/tool for students to illustrate the meaningful connections between their lived experiences and classroom content (2015). I believe that this exemplifies critical pedagogy in higher education because it offers a structured strategy for tailoring lessons to the individualities of students, a practice that scholars like Kumashiro (2001) recommend for challenging systems of oppression in the classroom. Further, Kirlyo, et. al. (2010) points out that critical pedagogies transcend critical thinking by challenging the social structures that shape the conditions people live and operate in. Using ePortfolios as an assessment of learning in lieu of traditional assignments is one example of challenging academic systems that oppress. Morrell & Andrade (2002) share the success that they had with introducing elements of urban culture to tap into the worlds of students and create more powerful connections with content. Delgado (2012) adds that testimonios provide students with the opportunity to unveil new ways of understanding and addressing issues of inequality through critical reflection about their own lived experiences. I plan to investigate the benefits of incorporating reflective ePortfolios weaved together through personal testimonios in teaching practices.
Written by: Heather Tobin, 2021
Creativity can be defined as an attitude, a process, a way of thinking, and/or a constructive and social experience. Creative thinkers can be identified not only through their efforts to establish meaning, but also through their willingness to practice, develop aptitudes, think differently, take risks, and self-reflect. A creative thinker could also be recognizable through their contributions to societal change and shifts in perspective. Creativity is not just an individual characteristic. It is also a vital ingredient for societal evolution. As it relates to education, providing opportunities for creative development and expression has long been considered a practice that leads to several learner gains (see Torrance, 1987). In the video above, Matthew Taylor (2014) makes the case for creativity as a means for improving society - arguing that we all have the power, or 'muscle,' to create, and in order to advance as a culture we must tap into that potential in all areas, including academics. When implemented as a high impact practice in the classroom, ePortfolios offer the opportunity for students to take creative risks in order to develop personalized narratives and visual representations of their learning, which is both a practice in self-reflection and a form of creative expression.
Written by: Heather Tobin, 2021
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