Using+Critical+Reflections+to+Enhance+the+Learning+in+an+ePortfolio

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Chapter Abstracts (entire directory)

Abstract
The real value of an ePortfolio is not necessarily in the product that is created, but in process of reflection on the portfolio contents and the documentation of the learning that takes place during the reflection. (Barett 2009) Reflection “undergirds the entire pedagogy of portfolios” (MOSEP 2006) and the ePortfolio provides the tool for the learner to document the learning and to communicate this learning to themselves and others. The theory behind critical reflections dates back to John Dewey (1933) who stated that “we do not learn from experience, we learn from reflecting on experience”. David Kolb (1992) developed a learning cycle theory which demonstrates how deep learning occurs when there is a sequence of experience, reflection, abstraction, and active testing. James Zull (2002) expands on this further by relating Kolb’s theory to the structure of the brain and the role that reflection plays in the learning processes of the brain. Zull also pointed out that reflection is a search for connections and that we need to consider the role of emotions if we want to deepen our learning. If reflections are the “heart and soul of the portfolio” (Barett 2006), and a natural part of the learning cycle according to the structure of the brain (Zull 2002), how do we get to the heart of the learning through reflections? This chapter will define the types and purposes of reflections as they pertain to the portfolio and will outline how critical reflections maximize learning. It will lead to the **four dimensions of critical reflections** that provide ideas and example questions for educators to use when asking students to reflect on their work and their portfolio contents.

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 * Barnstable || Karen ||

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