Front Matter -- Acknowledgements -- Introduction, Katherine V. Wills and Rich Rice -- Section 1: Systematic Performance Support Systems -- Chapter 1. Postmodernism, Palimpsest, and Portfolios: Theoretical Issues in the Representation of Student Work, Kathleen Blake Yancey -- Chapter 2. The Hypermediated Teaching Philosophy ePortfolio Performance Support System, Rich Rice -- Chapter 3. The Social ePortfolio: Integrating Social Media and Models of Learning in Academic ePortfolios, Lauren F. Klein -- Section 2: Constructing the Bridge -- Chapter 4. ePorts: Making the Passage from Academics to Workplace, Barbara J. D'Angelo and Barry M. Maid -- Chapter 5. What Are You Going to Do With That Major? An ePortfolio as Bridge from University to the World, Karen Ramsay Johnson and Susan Kahn -- Chapter 6. Career ePortfolios: Recognizing and Promoting Employable Skills, Karen Bonsignore -- Section 3: Presenting Interactive Designs -- Chapter 7. Showcase Hybridity: A Role for Blogfolios, Geoffrey Middlebrook and Jerry Chih-Yuan Sun -- Chapter 8. Accessible ePortfolios for Visually-Impaired Users: Interfaces, Designs, and Infrastructures, Sushil K. Oswal -- Chapter 9. From Metaphor to Analogy: How the National Museum of the American Indian can inform the Augusta Community Portfolio, Darren Cambridge -- Section 4: Authentic Assessment Tools and Knowledge Transfer -- Chapter 10. Mapping, Re-Mediating, and Reflecting on Writing Process Realities: Transitioning from Print to Electronic Portfolios in First-Year Composition, Steven Corbett, Michelle LaFrance, Cara Giacomini, and Janice Fournier -- Chapter 11. ePortfolios as Tools for Facilitating and Assessing Knowledge Transfer from Lower Division, General Education Courses to Upper Division, Discipline-specific Courses, Carl Whithaus -- Chapter 12. Balancing Learning and Assessment: A Study of Virginia Tech's Use of ePortfolios, Marc Zaldivar, Teggin Summers, and C. Edward Watson

ePortfolio Performance Support Systems: Constructing, Presenting, and Assessing Portfolios addresses theories and practices advanced by some of the most innovative and active proponents of ePortfolios. Editors Katherine V. Wills and Rich Rice interweave twelve essays that address the ways in which ePortfolios can facilitate sustainable and measureable writing-related student development, assessment and accountability, learning and knowledge transfer, and principles related to universal design for learning, just-in-time support, interaction design, and usability testing.

Attribution-NonCommercial-NoDerivs

In English.

Description based on print resource