I was impressed with their thoroughness and lucidity. The book keeps you reading as if you are listening to the authors tell you all you want to hear about every aspect of defining your ePortfolio's campus purpose to choosing a platform to the structure of a showcase ePortfolio to tips and cautions. For both experienced faculty and administrators, and readers just beginning to use ePortfolios, this book provides a framework and guidance to implement them to their fullest potential.' The book goes on to cover technological issues and assessment, with a particular emphasis on the use of rubrics and concludes with explicated examples of ePortfolios created in a first year program, ePortfolios created by graduating students, career-oriented ePortfolios, and life-long ePortfolios. Subsequent sections cover classroom practices and assignments to help students understand themselves as learners make connections between course content, their personal lives, and to the curriculum bridge theory to practice and consider issues of audience and communication and presentation in developing their portfolios. The book opens by outlining the underlying learning theory and the key concepts of integrative learning and by describing the purpose, structure and implementation of ePortfolios. The authors describe easy to use and practical strategies for faculty to incorporate integrative ePortfolios in their courses and curricula, and create the scaffolding to develop students' skills and metacognition. Reynolds and Patton demonstrate how systematically embedding practices in the classroom that engage students in integrative learning practices dramatically improves outcomes.
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