This link has been bookmarked by 220 people . It was first bookmarked on 07 Sep 2006, by Quentin D'Souza.
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Lane Grann-Stahlinformation is dated
"Introduction
Electronic portfolios (also referred to as eportfolios or webfolios) are gaining recognition as a valuable tool for learners, instructors, and academic organizations. Bold proclamations laud webfolios as “higher education’s new “got to have it” tool – the show-and-tell platform of the millennium” (Cohen and Hibbitts, 2004), and as a tool that “may have the most significant effect on education since the introduction of formal schooling” (Love, McKean, and Gathercoal, 2004). Laying aside new-technology hype and enthusiasm, eportfolios can best be viewed as a reactionary response to fundamental shifts in learning, teaching, technology, and learner needs in a climate where learning is no longer perceived as confined to formal education." -
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D MordellGeorge Siemens' take on e-porfolios (written in 2004) with a host of great resources and technoogical strategies.
The fact that he makes a concrete connection with arts practice (i.e. that portfolios have traditionally been the tool of artists to showcase their work) also ties his text in nicely with the critique function I would like to introduce. -
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Jonathan TepperVarying processes exist to detail the portfolio creation process. One of the simpler models (ePortfolio Portal, 2004) is based on four broad activities:
Collecting items for the portfolioSelecting items best able to demonstrate competenceReflecting on the items selecting in order to demonstrate learning derived from experiencesConnecting various aspects of life – personal, learning, work, and community -
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katie ahlgrimThis article discusses the value of e-portfolios as an assessment tool that represents a continuum of a body of work. The author notes the factors that have influenced the growth of e-portfolios in our world today and their long-term benefits.
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22 Dec 10
Tzvi Daumhas some research references about eportfolios
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24 Nov 10
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Portfolios are driven by the intended task: assessment, professional/personal development, learning portfolio, or group portfolio.
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The intended task of the portfolio is the ultimate determinant of value.
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Process of Eportfolio Creation
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Level 1 may include simple websites and incorporate blogs or wikis. Limited navigation of content is included.
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Eportfolios will be successful if the urge to excessively standardize is resisted.
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The institution should not be in control of the portfolio
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As a personal life-learning tool, there is no place for organizational control.
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the learners themselves retain control over their own portfolios
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Death of anonymity
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08 Nov 10
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06 Nov 10
Mt. Sentinel Library & Media CentreA websiteexplaining the rationale, benefits, and process of adoption of eportfolios
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The richness of an individual’s learning can be portrayed through multiple media. For example, using an actual website to communicate web development skills is far more effective than simply listing a certificate on a resume.
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Learning is also changing. The traditional lecture model is giving way to alternative approaches like Problem Based Learning, Competency Based Learning and Assessment. In some instances, even the very model of “a course” is experiencing pressure as organizations recognize the significance of learning that happens in communities, on the job, and from personal knowledge networks. Learning is now a process of living.
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- Personal knowledge management
- History of development and growth
- Planning/goal setting tool
- Assist learners in making connections between learning experiences (his may include formal and informal learning).
- Provide the metacognitive elements needed to assist learners in planning future learning needs based on previous successes and failures.
- Personal control of learning history (as compared to organizations controlling learner history).
Eportfolios offer many benefits for learners as they seek to create and reflect on life experiences.
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An ideal eportfolio system should allow flexible input (each item can carry its own metadata and be treated as a unique object), organization (objects/artifacts can be hierarchically organized in folders), retrieval (objects can be searched based on eportfolio owner’s specifications), and display (items can be grouped and permission granted to intended audience).
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- Personal information
- Education history
- Recognition – awards and certificates
- Reflective comments
- Coursework – assignment, projects
- Instructor comments
- Previous employer comments
- Goals, plans
- Personal values and interests
- Presentations, papers
- Personal activities – volunteer work, professional development
All of the artifacts included should have a purpose – they should demonstrate a skill, an attribute, and learning acquired from experience.
Eportfolios can include a wide range of information:
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organizationally. As the levels progress, the concerns shift from the learner to implementation
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Level 1 may include simple websites and incorporate blogs or wikis. Limited navigation of content is included.
Level 2 consists of dynamic web pages. Navigation and search features are available. Portfolio owners can also create different sections of the site to allow access for different reasons.
Level 3 requires institutional support of eportfolios, including instruction on actual use. The institution may also host the software to allow learners to build their portfolios.
Stage 4 requires the institution integrates portfolio use and development into the process of instruction and assessment
Stage 5 requires the institution adheres to standards, permits interoperability of the portfolio with other institutions. -
- Technical complexity of full implementation in an institution
- Faculty and leaner resistance to eportfolio implementation and use
- Who has ultimate control – the learner or institution?
- Life long access, separate from institution – a concern impacted by limited eportfolio software options
Death of anonymity is another issue that has not been addressed. The social implications of living your learning life in a “fish bowl” are not fully understood. An online portfolio remembers more than successes – it is also a compilation of work-in-progress as a learner, and taken out of context, could misrepresent intended meaning. Like any web resource, eportfolios are subject to security and privacy risks.
Additional issues and concerns:
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However, the value of portfolios is largely lost when learners discontinue using them at graduation of course/program conclusion. Those enamoured with the concept may find that they would like to spoon-feed adoption, but effective life-changing use is dependant on the learners themselves seeing the value and benefits.
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In situations where full-scale implementation of eportfolios is not possible, instructors can begin to foster a culture of digital documentation by encouraging learners to practice blogging, developing simple websites, or storing their content online
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The growth of eportfolios is fuelled by three broad factors: the dynamics of functioning in a knowledge economy, the changing nature of learning, and the changing needs of the learner.
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n. A portfolio permits the learner to display competence, outside of a static transcript. The richness of an individual’s learning can be portrayed through multiple media
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- Personal knowledge management
- History of development and growth
- Planning/goal setting tool
- Assist learners in making connections between learning experiences (his may include formal and informal learning).
- Provide the metacognitive elements needed to assist learners in planning future learning needs based on previous successes and failures.
- Personal control of learning history (as compared to organizations controlling learner history).
- Means to share content with others faculty
- Move to more authentic assessment (as opposed to testing)
- Preparing learners for life-long learning
- Create an assessment-trail that is centralized and under leaner control
Eportfolios offer many benefits for learners as they seek to create and reflect on life experiences.
Faculty members also benefit from the use of eportfolios:
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An ideal eportfolio system should allow flexible input (each item can carry its own metadata and be treated as a unique object), organization (objects/artifacts can be hierarchically organized in folders), retrieval (objects can be searched based on eportfolio owner’s specifications), and display (items can be grouped and permission granted to intended audience). If these criteria are followed, an eportfolio can be used as a very versatile tool to meet the needs of all potential participants in the process.
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- Personal information
- Education history
- Recognition – awards and certificates
- Reflective comments
- Coursework – assignment, projects
- Instructor comments
- Previous employer comments
- Goals, plans
- Personal values and interests
- Presentations, papers
- Personal activities – volunteer work, professional development
All of the artifacts included should have a purpose – they should demonstrate a skill, an attribute, and learning acquired from experience. - Collecting items for the portfolio
- Selecting items best able to demonstrate competence
- Reflecting on the items selecting in order to demonstrate learning derived from experiences
- Connecting various aspects of life – personal, learning, work, and community
Components
Eportfolios can include a wide range of information:
Process of Eportfolio Creation
Varying processes exist to detail the portfolio creation process. One of the simpler models (ePortfolio Portal, 2004) is based on four broad activities:
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28 Jul 10
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17 Jul 10
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15 Jul 10
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Definitions of eportfolios vary, but generally include the notion of a digital resource (personal artifacts, instructor comments) demonstrating growth, allowing for flexible expression (i.e. customized folders and site areas to meet the skill requirements of a particular job), and permitting access to varied interested parties (parents, potential employers, fellow learners, and instructors).
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- Learner
- Instructor
- Prospective employers
- Parent
- Award granting agency
- Personal knowledge management
- History of development and growth
- Planning/goal setting tool
- Assist learners in making connections between learning experiences (his may include formal and informal learning).
- Provide the metacognitive elements needed to assist learners in planning future learning needs based on previous successes and failures.
- Personal control of learning history (as compared to organizations controlling learner history).
- Means to share content with others faculty
- Move to more authentic assessment (as opposed to testing)
- Preparing learners for life-long learning
- Create an assessment-trail that is centralized and under leaner control
- Providing value for learners by allowing personal control
- Contribute to the development of a more permanent role in the lives of learners (i.e. education is not viewed as a 2-4 year relationship, but rather a life-long relationship)
Benefits and Uses
The main participants of the eportfolio development process are: learners, instructors, and institutions. The end-users of eportfolios are: prospective employers, instructors (for assessment), parents, and award granting agencies.
Eportfolios offer many benefits for learners as they seek to create and reflect on life experiences.
Faculty members also benefit from the use of eportfolios:
Institutions also experience direct value in initiating eportfolio use in learning:
An ideal eportfolio system should allow flexible input (each item can carry its own metadata and be treated as a unique object), organization (objects/artifacts can be hierarchically organized in folders), retrieval (objects can be searched based on eportfolio owner’s specifications), and display (items can be grouped and permission granted to intended audience). If these criteria are followed, an eportfolio can be used as a very versatile tool to meet the needs of all potential participants in the process. For example, an eportfolio owner places objects into the system, assigning basic metadata at the time of entry (the metadata is helpful, but not critical. The search system itself can provide the intelligence to locate items). When the learner wishes to provide a course instructor with evidence of having attained a particular learning objective, she/he can draw items from the portfolio and send a link to the instructor. Similarly, when applying for employment, the learner can draw resources from the database which support the required skills. The context for each object is provided based at the time of use.
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20 Jun 10
bob sprankleFlickr Uploadr
portfolios Assessment portfolio e-portfolios eportfolio education eportfolios
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25 Mar 10
Dana Watts"a tool that “may have the most significant effect on education since the
introduction of formal schooling” (
Love, McKean, and
Gathercoal
, 2004). Laying aside new-technology hype and enthusiasm,
eportfolios can best be viewed as a reactionary response to fundamental shifts
in learning, teaching, technology, and learner needs in a climate where learning
is no longer perceived as confined to formal education." -
23 Feb 10
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02 Feb 10
Seth BattisElectronic portfolios (also referred to as eportfolios or webfolios) are gaining recognition as a valuable tool for learners, instructors, and academic organizations. Bold proclamations laud webfolios as “higher education’s new “got to have it” tool – the show-and-tell platform of the millennium” (Cohen and Hibbitts, 2004), and as a tool that “may have the most significant effect on education since the introduction of formal schooling” (Love, McKean, and Gathercoal, 2004). Laying aside new-technology hype and enthusiasm, eportfolios can best be viewed as a reactionary response to fundamental shifts in learning, teaching, technology, and learner needs in a climate where learning is no longer perceived as confined to formal education.
portfolio article pedagogy technology web blog wiki open source
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29 Sep 09
Albert Borroni"One of the most critical aspects of successful eportfolio use is the creation of neutral eportfolio providers. The institution should not be in control of the portfolio. As a personal life-learning tool, there is no place for organizational control. The
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28 Sep 09
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24 Sep 09
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08 Sep 09
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07 Sep 09
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The learner builds and maintains a digital repository of artifacts, which they can use to demonstrate competence and reflect on their learning
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Portfolios are driven by the intended task: assessment, professional/personal development, learning portfolio, or group portfolio
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Regardless of the format selected, each eportfolio effort should encourage learners to develop the skills to continue building their own personal portfolio as a life-long learning tool.
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A portfolio permits the learner to display competence, outside of a static transcript. The richness of an individual’s learning can be portrayed through multiple media. For example, using an actual website to communicate web development skills is far more effective than simply listing a certificate on a resume.
-
An ideal eportfolio system should allow flexible input (each item can carry its own metadata and be treated as a unique object), organization (objects/artifacts can be hierarchically organized in folders), retrieval (objects can be searched based on eportfolio owner’s specifications), and display (items can be grouped and permission granted to intended audience).
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Eportfolio software:
- “The Open Source Portfolio Initiative (OSPI) is a community of individuals and organizations collaborating on the development of the leading non-proprietary, open source electronic portfolio software available.”
- “Elgg is a fully featured electronic portfolio, weblog and social networking system, connecting learners and creating communities of learning” -
With eportfolios, a similar concern exists. Eportfolios will be successful if the urge to excessively standardize is resisted. Simple technologies like RSS and SOAP reveal that content can be shared when interoperability is built into the sharing structure, not the content itself.
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One of the most critical aspects of successful eportfolio use is the creation of neutral eportfolio providers. The institution should not be in control of the portfolio. As a personal life-learning tool, there is no place for organizational control. The current lack of portfolio software providers is being addressed through Elgg and OSPI. Institutions should direct their learners to approved eportfolio providers. Then, as learners move onto other institutions, the learners themselves retain control over their own portfolios. This is a central principle that must not be compromised in order for portfolios to function as personal learning representation tools.
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Like any web resource, eportfolios are subject to security and privacy risks.
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Who has ultimate control – the learner or institution?
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To be effective, the concept needs to be embedded into the process of instruction and assessment
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Learners are introduced to the concept, and instructed on how to use the system (both from a technical and from a “how will this help you” perspective)
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The curriculum has been designed to require learners to use the portfolio in completing their course work and assignments
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The portfolio is used for assessment of learning objectives. Instructor feedback can be integrated back into the portfolio and treated as an artifact.
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An eportfolio culture (Gathercoal, Love, Bryde, and McKean, 2002) exists,
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Time is allotted for portfolio development
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However, the value of portfolios is largely lost when learners discontinue using them at graduation of course/program conclusion
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28 Aug 09
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21 Jul 09
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10 Jul 09
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06 Jul 09
Susan StalewskiIn a knowledge economy, the most valuable resource is obviously knowledge. A
person’s ability to express his/her knowledge effectively (through artifacts,
examples of work, progression of growth, and instructor comments) improves
opportunities for employment and access to education. A portfolio permits the
learner to display competence, outside of a static transcript. The richness of
an individual’s learning can be portrayed through multiple media. For example,
using an actual website to communicate web development skills is far more
effective than simply listing a certificate on a resume. -
25 Jun 09
Manmeet Singhe-learning site
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18 Jun 09
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Definitions of eportfolios vary, but generally include the notion of a digital resource (personal artifacts, instructor comments) demonstrating growth, allowing for flexible expression (i.e. customized folders and site areas to meet the skill requirements of a particular job), and permitting access to varied interested parties (parents, potential employers, fellow learners, and instructors).
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17 Jun 09
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08 Jun 09
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29 May 09
Christy TuckerBenefits and uses of eportfolios in higher education. Describes some models of developing eportfolios.
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10 May 09
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06 May 09
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24 Apr 09
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21 Apr 09
beth brunkgood ideas for the process of creating and evaluating e-portfolios
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18 Apr 09
manu deaPortfolios have long been the showcase tools of artists – expressions of competencies and work completed. Eportfolios and webfolios are digital enactments of portfolios.
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Eportfolios and webfolios are digital enactments of portfolios.
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Portfolios are driven by the intended task: assessment, professional/personal development, learning portfolio, or group portfolio.
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31 Mar 09
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31 Jan 09
web2write Idensenstand December 16, 2004
George Siemens
viele links und referenzenelearning web2.0 e-learning education eportfolio portfolio teaching resources elearning2.0 PLE e-portfolios eportfolios assessment elearnspace linklisten
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30 Jan 09
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earners, instructors, and academic organizations.
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showcase tools of artists – expressions of competencies and work completed.
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Eportfolios and webfolios are digital enactments of portfolios.
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notion of a digital resource (personal artifacts, instructor comments) demonstrating growth, allowing for flexible expression (i.e. customized folders and site areas to meet the skill requirements of a particular job), and permitting access to varied interested parties (parents, potential employers, fellow learners, and instructors).
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“An eportfolio is a web-based information management system that uses electronic media and services. The learner builds and maintains a digital repository of artifacts, which they can use to demonstrate competence and reflect on their learning.”
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assessment, professional/personal development, learning portfolio, or group portfolio.
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portfolio permits the learner to display competence, outside of a static transcript.
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Learning through life experiences creates artifacts instead.
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The main participants of the eportfolio development process are: learners, instructors, and institutions. The end-users of eportfolios are: prospective employers, instructors (for assessment), parents, and award granting agencies.
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benefits for learners
-
- Personal knowledge management
- History of development and growth
- Planning/goal setting tool
- Assist learners in making connections between learning experiences (his may include formal and informal learning).
- Provide the metacognitive elements needed to assist learners in planning future learning needs based on previous successes and failures.
- Personal control of learning history (as compared to organizations controlling learner history).
-
flexible input
-
organization (objects/artifacts can be hierarchically organized in folders),
-
retrieval (objects can be searched based on eportfolio owner’s specifications), and display (items can be grouped and permission granted to intended audience).
-
When the learner wishes to provide a course instructor with evidence of having attained a particular learning objective, she/he can draw items from the portfolio and send a link to the instructor.
-
- Personal information
- Education history
- Recognition – awards and certificates
- Reflective comments
- Coursework – assignment, projects
- Instructor comments
- Previous employer comments
- Goals, plans
- Personal values and interests
- Presentations, papers
- Personal activities – volunteer work, professional development
All of the artifacts included should have a purpose – they should demonstrate a skill, an attribute, and learning acquired from experience.
-
Ultimately, in order for a tool or technology to succeed, it must be adopted at the end user level.
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critical aspects of successful eportfolio use is the creation of neutral eportfolio providers
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To accommodate the different ways eportfolios might be used, the specification centres on “two broad types of information you might want to collect in a portfolio: artefacts that were created by whoever the portfolio is about (i.e. its 'subject'), and formal records of achievement about the subject”
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Allowing learners to interact with instructors, other learners, and mentors will provide a more personal portfolio.
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Learners are introduced to the concept, and instructed on how to use the system (both from a technical and from a “how will this help you” perspective)
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The portfolio is used for assessment of learning objectives. Instructor feedback can be integrated back into the portfolio and treated as an artifact.
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- Time is allotted for portfolio development
- Faculty understand and promote the value of eportfolios
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11 Jan 09
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