this site
Search for People / Departments

DePaul Shortcuts

DePaul Teaching & Learning Blogs

DePaul Teaching Commons on Facebook twitter_logo youtube_logo

Home Technology Resources ePortfolios@DePaulScott Kelley

ePortfolio Community Profiles: Scott Kelley

Courses and Assignments

Scott Kelley most recently taught using ePortfolios during his MBA practicum course on developing sustainable strategies. In this project-based class, students were asked to create and follow their own arcs of inquiry, which involved asking questions, identifying values, and rethinking assumptions—before writing their final business plan. The course—and the students’ ePortfolios—was structured according to a five-step methodology, two of which you can read more about below.

Establishing a baseline reflection and a learning blog

One of the first things students were asked to do was establish a baseline reflection that identified a market need, problem, issue, or other opportunity to focus on throughout the quarter. Included in the baseline reflection were the students’ initial responses to the core challenges they identified. This, along with a daily learning blog, where students made connections with material they’ve discovered during the course of their research, helped students track their learning over the course of the quarter and better enabled them to draw conclusions in their final reflections.

“ePortfolios have a lot of learning potential. I think it’s important to have a method underlying the use of ePortfolios, because otherwise it can turn into a digital junk drawer.”

Pulling it all together: the final reflection essay

At the end of the quarter, students are asked to look back on the core challenge they identified in the beginning and reflect on how their research and interpretations of it has impacted their current thinking.

“For the final reflection essay we ask students to write and identify moments of change in their thinking...we ask them to put their finger on particular moments, especially in their learning blog, where they identified that one of their assumptions was wrong, or maybe it was correct but new evidence supports it.”