{"id":2237,"date":"2005-11-08T11:07:00","date_gmt":"2005-11-08T11:07:00","guid":{"rendered":"https:\/\/learnhub.aucegypt.edu\/cltnewsletter\/?p=2237"},"modified":"2026-10-21T07:30:10","modified_gmt":"2026-10-21T07:30:10","slug":"beyond-the-sanctity-of-the-content-e-portfolios","status":"publish","type":"post","link":"https:\/\/learnhub.aucegypt.edu\/cltnewsletter\/?p=2237","title":{"rendered":"Beyond the \u201cSanctity of the Content\u201d: E-portfolios"},"content":{"rendered":"\n

Originally published on:<\/strong> November 8, 2005<\/p>\n\n\n\n

Conventionally, teaching takes place by reference to \u201cfaculty-centered instruction in the oral tradition\u201d which involves the delivery of content via lectures.\u00a0This is invariably also accompanied by an emphasis on an instructional discourse which features an almost sacred approach to \u201ccontent\u201d<\/em> and thus a preponderance of \u201clistening is learning\u201d<\/em> as the preferred methodology for teaching. (Oblinger and Rush 1997)\u00a0In this respect, and during the last few decades, such conventional teaching methodologies which presume \u201ctelling is teaching and listening is learning\u201d <\/em>have had to face the problem of how to cope with the explosion of \u201cnew knowledge\u201d emerging daily from the academy.\u00a0 Thus, given the preferred teaching methodology, it is not surprising that the invariable response of most faculty to the increasing quantities of knowledge and the collateral compression in the half-life of prior knowledge is to cram larger amounts of the \u201csacred content\u201d<\/em> into lectures. (Paul and Elder 2001; Spence 2001)\u00a0This in turn has generated an almost universal response from students who are confronted with an onslaught of so-called \u201csacred knowledge\u201d.\u00a0 Students have become ever more proficient at memorizing and cramming information for the purpose of coping with assessments and the equally \u201csacred grade\u201d,<\/em> but with little or no regard to ability to think (critical or otherwise), how to apply such knowledge or its significance.\u00a0Although such students may achieve higher grades, however, few if any, develop critical thinking or, for that matter, any of the other skills that are so necessary in their future professional careers or for their life as citizens. (Lemke 2003; Weimer 2002)<\/p>\n\n\n\n

Certainly, this traditional approach to teaching and learning carries with it a degree of merit, but to presume that it is the only way or in fact the best way to enhance learning ignores compelling evidence to the contrary that has emerged from most recent research on teaching methodologies. (Wilson 1997)\u00a0 We are now cognizant that faculty-centered instruction in the oral tradition has seriously been challenged by both students and faculty and found wanting.\u00a0 Instead, more and more faculty in a great variety of liberal educational institutions seek to identify ways in which their teaching will contribute to critical thinking and active learning.\u00a0 Thus, faculty are exploring a variety of learner-centered environments and a variety of instructional strategies that will and can support the active engagement of students.\u00a0 In fact, many professional educators have now come to recognize that we must move beyond the \u201csanctity of the content\u201d<\/em> and that there is no such thing as essential material and\/or information that must be communicated to students.\u00a0 In contrast, such pedagogies argue for the centrality of the skills that students learn as being the key to a high-quality modern liberal education.<\/em><\/strong> (Wright, 2001)<\/p>\n\n\n\n

It is, of course, beyond the scope of this newsletter to identify and discuss appropriate instructional strategies that enable us to move beyond the \u201csanctity of the content\u201d<\/em> and instead focus on enhancing learning by \u201c\u2026teaching students to think critically, to find and evaluate information, to communicate effectively, to interact with peers, and other outcomes that will be essential for a successful career, whether in science, business or social work.\u201d <\/em>(Wright, 2001) Nevertheless, a generic strategy that may contribute, while allowing faculty to still retain the<\/em><\/strong><\/p>\n\n\n\n

lecture-based strategy for teaching<\/em><\/strong>, is suggested by Stephen Ehrmann and may deserve noting since it relates specifically to a liberal educational environment and reflects the interests of faculty, students, institutions and potential employers.  Ehrmann argues that electronic portfolios<\/em> <\/strong>constitute a key element in modern liberal education as they provide the means by which students can move beyond computer literacy as a goal in itself and instead make use of information technology as a methodology for critical and reflective thinking in relationship to learning goals and objectives. (Ehrmann, 2004)<\/p>\n\n\n\n

In this respect, Ehrmann\u2019s suggestion articulates well with the fact that learning is now recognized by most educational experts as a lifelong process, no matter what we do, both in work and at leisure. By recording all the different things we have done, currently do, and expect or plan to do in the future, we are:<\/p>\n\n\n\n