Sophisticated integrative pedagogy is central to ePortfolio’s value for student learning. And reflection is the key to integrative ePortfolio pedagogy and practice. Reflective ePortfolios help students connect and make meaning from otherwise isolated learning experiences. This deepens the inquiry process and helps students integrate their learning into a larger framework of development and purposeful self-authorship, often through reflective engagement with other students.

Featured Campus Practices:


Reflective Pedagogy: Rutgers University

I Got it Covered: Reflection as Integrative, Social Pedagogy

Working on ePortfolios, Douglass students frequently reflect on their enrollment in the Residential College. Directly or indirectly, students convey their development through their membership in a distinct women’s program focused on agency, service, gender and social change, and the relationship between self and community.
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Reflective Pedagogy: Three Rivers Community College

Introduction to Reflection and ePortfolio

Reflection and ePortfolio are “moving forces” developing 21st century professionals. Through an orientation, information literacy assignment and weekly clinical reflections students develop structured and disciplined behaviors. Program outcomes drive the backward curricular design with forward thinking to create graduate registered nurses over four semesters. In the first semester students are introduced to social pedagogy, reflective practice and use of feedback. Assignments and strategies for implementation in the first semester are given.
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Social Pedagogy: Guttman Community College

Social Pedagogy: Using Comment Streams to Analyze Visual Art

In this sequence of activities, students comment on visual art through the course ePortfolio and use each other’s ideas as a foundation for analysis in subsequent essays.
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