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Using Andragogy and Bloom's Digital Taxonomy to Guide E-Portfolio and Web Portfolio Development in Undergraduate Courses
Abstract
This chapter offers suggestions and discussion on e-portfolio teaching approaches and how andragogy and Bloom's Digital Taxonomy can be weaved into teaching and learning to create active learning through e-portfolio development. The chapter connects andragogy (Knowles, 1980) and integrates the educational objectives in the cognitive domain put forth by Bloom in 1956 and then updated by Anderson and Krathwohl (2001) and eventually aligned to the digital realm by Churches (2009) to use as a model for teaching Web portfolio development in undergraduate courses. The Web portfolio has value for the student as a real-world tool for use in career advancement. It can be integrated into curriculum by faculty as a platform for assessment of higher-level cognitive objectives. This chapter includes a framework for a portfolio seminar course and how it implements Web portfolio (e-portfolio) components, which may provide a model for faculty developing future e-portfolio courses.
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