An Appreciative Inquiry Perspective on the Creation and Implementation of E-Portfolios as a Strategic Tool for Learning and Evaluation
Bob Barrett
American Public University, United States
Cooperrider and Srivastva (1987) developed the theory of Appreciative Inquiry (AI) in the 1980s. Their approach was based on the premise that “organizations change in the direction in which they inquire” (p. 102). Further, they contrasted the view that “organizing is a problem to be solved” with their appreciative proposition that “organizing is a miracle to embrace” (New-Paradigm, 2009, para. 3). As defined by the Corporation for PostiveChange, Appreciative Inquiry is “the study and exploration of what gives life to human systems when they are at their best. It is an organization development methodology based on the assumption that inquiry into dialogue about strengths, successes, values, hopes and dreams is itself transformational” (2009, para. 1). Cooperrider and Srivastva (1987) noted that inquiry into organization life should have four characteristics: Appreciative; Applicable; Provocative; and Collaborative.This paper takes an appreciative inquiry approach with the design and creation of e-Portfolios. In this approach, the student and instructor will work together in a “collaborative” effort to embrace the process of organizing the student’s key assignments and applicable academic works to help produce a positive reflection of the student’s academic efforts into a portable electronic portfolio, known as an e-Portfolio. This “revised” or “fresh” approach to e-Portfolio creation has several advantages in the business context, as well as the academic perspective. First, rather than having the student follow just a mandated listing of academic documents to select, edit or create, the student will be given more leverage in selecting appropriate documents for the portfolio. Second, the instructor can focus the portfolio creation in terms of student career development and potential employer inquiries.Evaluation of Course Outcomes: While many universities have purchased commercially designed e-Portfolio programs to collect, disseminate, and analyze various student academic documents for accreditation reporting efforts, this particular university has taken a different approach. The students create their own e-Portfolio within the classroom, but it is tangible for them to use as a marketing tool in their job hunting efforts. This particular course has been offered during the 2008-2009 academic year, and students have demonstrated a variety of approaches to their portfolios.no references included