While a program or course can fill many performance gaps, ongoing professional development occurs in communities of practice, professional learning communities, and other long-term initiatives. A professional portfolio supports all these initiatives, while going deeper in tapping into the learner’s own motivation and self-regulation. An intrinsically motivated learner who is able to self-regulate his or her learning is an asset to an organization. He or she does not need to rely solely on rewards and punishments and bases the resulting learning on his or her real work needs.

This session will show how an electronic learning portfolio and its attendant practices can create self-regulated learners at all levels of the organization and can support in-house initiatives such as professional learning communities and informal learning.

In this session, you will learn:

  • How to use reflective practice as an approach to professional learning
  • How to use portfolio practice as a framework for self-regulated learning
  • How to ask reflective questions that lead to learning
  • How to cultivate reflection on practice in learners
  • How to frame professional learning using portfolios as a tool
  • How to hold learners accountable by using portfolios
  • How to develop an organizational approach to portfolio practice

Intermediate designers, directors, and learning executives who have some awareness of reflective learning.

Technology discussed in this session:

Student technology needs: None.