RAPPORT Vol 3 RAPPORT Vol 3 Issue 1 | Page 60

RAPPORT Volume 3 Issue 1 (2018) Conclusion Overall, the gain points outweighed the pain points, and the e-portfolios were appropriate in assessment OF, FOR and AS learning, albeit with some proposed recommendations to improve the FOR and AS aspects. The current intention is to implement and test these in the next action research cycle. Acknowledgements: To Lisa Donaldson, Learning Technologist, Teaching Enhancement Unit (TEU) at DCU for all her support with the e- portfolios. References: Argyris, C., & Schӧn, D. (1989) ‘Participatory action research and action science compared: A commentary’. American Behavioural Scientist, 32 612 - 623. Argyris, C., & Schӧn, D. A. (eds.) (1978) Organizational learning: A theory of action perspective. Reading, Massachusetts: Addison-Wesley Publishing Company. Bowen, J., & Hobson, P. (eds.). (1974) Theories of education: Studies of significant innovation in Western educational thought. Sydney: John Wiley & Sons Australasia Pty Ltd. Coghlan, D. (2003) ‘Practitioner research for organizational knowledge: Mechanistic- and organistic-oriented approaches to insider action research’. Management Learning, 34(4), 451-463. Coghlan, D., & Brannick, T. (2001) Doing action research in your own organization. London: Sage. Coghlan, D., & Brannick, T. (2014) Doing action research in your own organisation (4th ed.). London: Sage. Council of the European Union. (2006). Recommendations of the European Parliament and of the Council of 18 December on key competences for lifelong learning. Retrieved.from https://eur-lex.europa.eu/legal- content/EN/TXT/?uri=celex%3A32006 H0962 (accessed 30.10.18.) DCU (2011) ‘'Flexibility' and 'good communication skills' considered essential attributes during economic uncertainty, shows new employer research’ [Electronic Version]. Retrieved, from https://www.dcu.ie/news/2011/sep/s091 1b.shtml (accessed 09.07.2018) Dewey, J. (1939) Freedom and culture. New York: Putnam. Elliott, J. (1985) Facilitating educational action-research: some dilemmas, In R. Burgess (ed.), Field Methods in the Study of Education. London: Falmer Press. Herr, K., & Anderson, G. (2005) The action research dissertation: A guide for students and faculty. Thousand Oaks: Sage. Kahn, S. (2014) ‘E-Portfolios: A look at where we've been, where we are now, and where we are (possibly) going’. Peer Review: E-Portfolios for reflection, learning, and assessment., 16(1). Kember, D., Ha, T., Lam, B., Lee, A., NG, S., Yan, L. & Yum, J., (1997) ‘The diverse role of the critical friend in supporting educational action research projects’, Educational Action Research 5(3), 463-481. Kolb, D. (1984) Experiential learning. Englewood Cliffs, NJ: Prentice Hall. 59