EPORTFOLIO PRACTICE, PEDAGOGY & PRODUCTION
FOR A FACULTY DEVELOPMENT WORKSHOP
SPONSORED BY TITLE III, NAROPA UNIVERSITY
JANUARY 7, 2015
How does the ePortfolio contribute to Naropa's mission to transform yourself, transform the world?
What is the role of informed, compassionate, design-savvy digital citizens in an increasingly complex, interconnected world?
What is the significance of digital literacy/fluency/artistry in Naropa graduates' ability to "apply learning in real-world settings" (Curricular Arc #6)?
How does contemplative inquiry inform ePortfolio pedagogy and practice at Naropa?
How does the ePortfolio engage the sense perceptions in ways that differ from paper-dominated classrooms?
What are the most promising practices and assignments for engaging the sense perceptions using the mulit-modal capacities of the ePortfolio?
How could Naropa strengthen student engagement through annual rituals and ePortfolio celebrations that showcase student research, community engagement, and artistic production across the curriculum?
What is the role of the ePortfolio in contributing to the creation of more inclusive classrooms?
What are the most promising ePortfolio practices and pedagogies that contribute to student empowerment and community-building across difference?
What obstacles to ePortfolio experimentation, collaboration, and implementation does Naropa face?
How do we address "the digital divide" between (most) students and (many) faculty?
What is needed to transform this obstacle into an opportunity to deepen learning, faculty-student collaboration, and faculty collaboration with academic advising, Student Services, the ADA office, etc.?
In what contexts do we choose not to employ the ePortfolio?