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ePortfolios as Catalysts for Lifelong Learning in Science and Technology Education

Tertiary graduates are expected to have acquired critical thinking, analysis and communication skills. The graduates need to be able to set their subject knowledge into the wider context of their disciplines. To be equipped for lifelong learning they have to possess the abilities of self-reflection and independent learning. By their nature scientific and technical degrees, as in computer science and engineering, put a strong emphasis on facts and numbers and require students to communicate in technical languages like formulae and programming code. Compared to other disciplines, like the social sciences or humanities, human-to-human communication and the expression of critical thought are less prominent. Common degree structures divide programmes of study into independent courses. While in the eyes of degree planners and faculty these courses combine into one coherent education programme students largely focus on the individual pieces and often fail to see the bigger picture. Analysis of job advertisements and discussion with industry representatives show the value employers put on lifelong learning skills.

Abstract Heinrich, Bhattacharya and Rayudu.doc — Microsoft Word Document, 32Kb

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