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Embedding #ePortfolios in #LegalEducation


What role might ePortfolios play in Legal Education, as a teacher how would you go about it?

These three papers may help to find some answers:

"The challenge of assessing student capabilities in legal internships"
http://eprints.qut.edu.au/15057/1/15057.pdf

"'What Were You Thinking?': Using Annotated Portfolios to Improve Student Assessment"
http://www.lwionline.org/uploads/FileUpload/Johansen.pdf

"Embedding E-Portfolios in a Law Program"
http://swlaw.edu/pdfs/jle/jle614waye.pdf


Many would say an ePortfolio strategy would ideally encompass an entire course for a number of reasons, such as reuse of learned skills across units, consistency, reflective power of having years of learning in one place, etc. However if you are a unit convener and find that your colleagues are not sold on the idea yet, the amount of effort it takes to learn portfolio practice and systems for one unit might not add up to a high value proposition to students.

In these cases one strategy might be to set tasks that require students to use digital tools to create their products and capture their performances that augment traditional methods (e.g. essays, reports) , such as digital video (court room performance), digital CV's, etc. Creating avenues to use a few digital tools lowers the training/support requirements but shows colleagues and students the power of digital tools - e.g. the ability to readily share, update, remix, reuse, annotate, etc. Eventually people will want to bring these artefacts together, not just to have access to them from one place, but to tell a more complete and complex story, and this may help to sell the idea to of course wide ePortfolios students and colleagues.

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