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Empowering disenfranchised learner identities through ePortfolios

Wallace, Ruth M. (2009). Empowering disenfranchised learner identities through ePortfolios. Learning Communities: International Journal of Learning in Social Contexts,(2):104-123.

Document type: Journal Article
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IRMA ID 77258317xPUB24
Title Empowering disenfranchised learner identities through ePortfolios
Author Wallace, Ruth M.
Journal Name Learning Communities: International Journal of Learning in Social Contexts
Publication Date 2009
Issue Number 2
ISSN 1329-1440   (check CDU catalogue open catalogue search in new window)
Start Page 104
End Page 123
Total Pages 20
Place of Publication Darwin, NT, Australia
Publisher Social Partnerships in Learning Research Consortium - Learning Research Group, Charles Darwin University
HERDC Category C1 - Journal Article (DEST)
Abstract To support VET participation, pedagogies need to recognize and respond effectively to the impact of the disparities between those students' realities and educational institutions’ assumptions about knowledge. This paper explores the potential of ePortfolios to recognise and engage diverse learner identities within formal education. The paper reports on the outcomes of a project that developed and utilised ePortfolios with a range of Indigenous learners in vocational education contexts. The learners come from different remote and regionally based communities and explored ePortfolios and a range of different technologies, knowledge systems and the associated literacies. The outcomes are discussed in relation to representations of learners' identities through ePortfolios. The discussion considers the opportunities and challenges for utilising ePortfolios in Indigenous contexts and the vocational education sector.
Additional Notes This article has been extracted from Learning Communities: International Journal of Learning in Social Contexts, December 2009, Issue 2: 'e-Portfolio Edition'
Description for Link Link to published version

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