Identity & ePortfolio
Crystalyn Lemieux, Thompson Rivers University
Fulbright Program
Introduction

• The ePortfolio in this project provides students a space to
explore and reflect on their cultural identity.
• Many ePortfolio implementations overlook the significance of
encouraging learners to consider the ways culture shapes
learning identities.
• This research project is focused on measuring a student's
knowledge of ePortfolio, motivation to use ePortfolio, the value
of ePortfolio, and knowledge of identity development.

Conclusion

Results

• Indigenous identity complexities
• Workshops are not as effective as discussions or dialogues
• Students are busy and it is difficult to ask students to add
another extra curricular activity
• Low participation rate

• Safe spaces to explore identity
• Cultural identity influences learning
• ePortfolio is a high impact practice
• Indigenous identity complexities

Theories

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Recommendations

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Colonial identity Theory
Four stages of identity development
Self authorship theory
Narrative theory
Sense making theory
Situated learning theory
Fusion of horizons

Methods

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Student population
Pre/ post surveys
Likert scale
Qualitative data
Case study
Word Press ePortfolio
Workshop

Methodologies

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Decolonizing methodologies
Indigenous methodologies
Story telling/experience
Research circles
Relationship based/Receptivity

Hold dialogues about Indigenous identity
Create required ePortfolio assignments
Provide incentive
Focus groups prior to implementation
Ask community members and Elders what they want their youth
to know- Share appropriate cultural resources

References
• Kovach, M. (2009). Indigenous methodologies: Characteristics,
conversations, and context. Toronto, Canada: University of
Toronto
Press.
• Gadamer, H. (1975). Truth and method. New York: Seabury
Press.
• Marcia, J. E. (1980). Identity in adolescence. Handbook of
adolescent psychology, 9(11), 159-187.