Experiential Learning E-Portfolios:Promoting Connections between Academic and Workplace Learning Utilizing Information and Communications Technologies

Brown, J. (2009). Experiential Learning E-Portfolios: Promoting Connections between Academic and Workplace Learning Utilizing Information and Communication Technologies. Miami: Barry University, School of Adult and Continuing Education.

Brown's (2009) paper examines the effectiveness of developing e-portfolios in two case studies to promote connections between academic and workplace learning. In Maloney’s (2007) words “the e-portfolio allows learners to trace the development of their thinking and learning over time and to show their competencies to the university and employers” (as cited in Brown, 2009, p. 2). The author briefly refers to learning approaches through the time till she reaches the one that supports her research. According to Brown (2009), the developmental constructivist work of Kegan (1994) and Mezinow’s (1996) transforamtive theory on learning allow learners to reflect upon their learning process, to change their behaviour, to construct and (re)discover meaning in such a way their complex cognitive ways increase. Relevant sections in the paper emphasized the idea of validating work environments as venues for higher level knowledge acquisition. These sections are: Workplace Learning; E-portfolios and learning; and The Transformation of Experience to Learning. After analysing the results obtained, Brown (2009) concludes that workplace can serve as another way of learning and e-portfolios can prove to be a connection between academic and professional competencies.
















Reference
Brown, J. (2009). Experiential learning e-portfolios: promoting connections between academic and workplace learning utilizing information and communication technologies. Paper presented at the American Educational Research Association Conference Workplace Learning Special Interest Group paper session, April 16th, 2009.

The Critical Incident Technique

Flanagan, J. (1954). The critical incident technique. Psychological Bulletin,
51-4. Retrieved December, 10th 2009,
from http://www.apa.org/psycinfo/special/cit-article.pdf

In his work, Flanagan (1954) describes the development of a method called Critical Incident Technique (CIT) as well as he explains its main principles and its present conditions. There are also some cases studied and some samples forms for different uses. “The critical inicident technique consists of a set of procedures for collecting direct observations of human behaviour...” (Flanagan 1954, The critical incident technique para. 2 ). By means of this method practical problems can be dealt with in different fields. However, as the author concludes “critical incidents represent only raw data and do not automatically provide solutions to problems” (Flanagan, 1954, Summary and Conclusions, para. 3). As regards organization, it can be said that the work includes two parts. The first one deals with how and when the technique started. Sections belonging to this part are: “Background and early developments”, “Developmental studies at the American Institute for Research” and “Studies carried out at the University of Pittsburgh”. The second part is about the description of the technique in itself. Sections referring to it are: 1.The procedure in its present form. 1.1. General aims 1.2. Plans and specifications 1.3. Collecting the data 1.4. Analysing the data 1.5. Interpreting and reporting 2. Uses of the Critical Incident Technique 3. Summary and conclusions.