This link has been bookmarked by 86 people . It was first bookmarked on 07 Sep 2006, by Quentin D'Souza.
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26 Oct 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 -
Portfolios are driven by the intended task: assessment, professional/personal
development, learning portfolio, or group portfolio - 15 more annotations...
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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. -
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). -
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. -
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. -
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 -
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) -
The curriculum has been designed to require learners to use the portfolio in
completing their course work and assignments -
The portfolio is used for assessment of learning objectives. Instructor feedback
can be integrated back into the portfolio and treated as an artifact. -
An eportfolio culture (Gathercoal, Love,
Bryde, and McKean, 2002) exists, -
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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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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29 May 09
Christy TuckerBenefits and uses of eportfolios in higher education. Describes some models of developing eportfolios.
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beth brunkgood ideas for the process of creating and evaluating e-portfolios
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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. -
Portfolios
are driven by the intended task: assessment, professional/personal development,
learning portfolio, or group portfolio.
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earners, instructors,
and academic organizations. -
showcase tools of artists – expressions
of competencies and work completed. - 21 more annotations...
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Eportfolios and webfolios are digital
enactments of portfolios. -
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). -
“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.” -
assessment, professional/personal development,
learning portfolio, or group portfolio. -
portfolio
permits the learner to display competence, outside of a static transcript. -
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. -
benefits for learners
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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).
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flexible input
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retrieval (objects can be searched
based on eportfolio owner’s specifications), and display
(items can be grouped and permission granted to intended audience). -
organization (objects/artifacts can be hierarchically
organized in folders), -
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.
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Ultimately, in order for
a tool or technology to succeed, it must be adopted at the end user level. -
critical aspects of successful eportfolio use is the
creation of neutral eportfolio providers -
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” -
Allowing learners to interact with instructors, other
learners, and mentors will provide a more personal portfolio. -
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) -
The portfolio is used for assessment of learning objectives. Instructor
feedback can be integrated back into the portfolio and treated as an
artifact. -
- Time is allotted for portfolio development
- Faculty understand and promote the value of eportfolios
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06 Jan 09
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31 Oct 08
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19 Oct 08
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14 Oct 08
ted ingrahamElectronic 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
web2.0 online elearning e-learning stoutfall08 portfolios assessment
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Fernando Sartículo de G Siemens sobre e-portfolios
eportafolios education eportfolio e-learning e-portfolio elearning elearnspace
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19 Dec 07
Bob GreenbergElectronic portfolios (also referred to as eportfolios or webfolios) are gaining recognition as a valuable tool for learners, instructors, and academic organizations.
assessment edtech Education learning portfolios ePortfolio e-portfolio eportfolios E-Portfolios elearning
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expressions of competencies and work completed
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Some authors have drawn distinctions between terms, (Love et al, 2004)
defining eportfolios as information that resides on a CD ROM or other physical
media, and webfolios as web-based portfolio - 8 more annotations...
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this paper treats eportfolios as an umbrella concept that includes webfolios
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Portfolios are driven by the intended task: assessment, professional/personal
development, learning portfolio, or group portfolio. -
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). -
- 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:
- Personal information
-
- 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”
Simple tools are important in order to accelerate eportfolio adoption. Many
of the potential developers of eportfolios are not be technically skilled. - Eportfolio software:
-
The institution should not be in control of the portfolio. As a personal
life-learning tool, there is no place for organizational control. -
Like any web resource, eportfolios are subject to security and privacy risks.
-
- The portfolio is viewed as a personal, learner-in-control tool. It is
treated as central to the learning and assessment process. - 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) - The curriculum has been designed to require learners to use the portfolio in
completing their course work and assignments - The portfolio is used for assessment of learning objectives. Instructor
feedback can be integrated back into the portfolio and treated as an artifact. - Learners are provided staged advising sessions evaluating their effective
use of portfolios (this is a meta-cognitive evaluation of portfolio use) - An eportfolio culture (Gathercoal, Love,
Bryde, and McKean, 2002) exists, encouraging learners to include personal
life experiences, awards, non-academic activities, and other character/learning
revealing artefacts in their portfolio. - Dialogue, debate, discussion, and examples of eportfolio use are common.
- Time is allotted for portfolio development
- Faculty understand and promote the value of eportfolios
- Technical details are well managed, resulting in a simple, positive end user
experience
- The portfolio is viewed as a personal, learner-in-control tool. It is
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05 Oct 07
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17 Sep 07
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01 Sep 07
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06 Aug 07
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23 Jul 07
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ectronic 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.
Definition
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05 Jul 07
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28 Jun 07
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17 May 07
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16 Apr 07
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10 Apr 07
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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). -
Portfolio implementations can best be viewed as a continuum. Portfolios
are driven by the intended task: assessment, professional/personal development,
learning portfolio, or group portfolio. The expressions of learning in
an eportfolio can range from simple blogs to enterprise-level implementations. - 10 more annotations...
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each eportfolio effort should encourage learners
to develop the skills to continue building their own personal portfolio
as a life-long learning tool. -
In 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 co
>mmunicate web
development skills is far more effective than simply listing a certificate
on a resume. -
- 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.
-
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. -
- 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:
-
- An eportfolio culture (Gathercoal,
Love, Bryde, and McKean, 2002) exists, encouraging learners to include
personal life experiences, awards, non-academic activities, and other
character/learning revealing artefacts in their portfolio. - Dialogue, debate, discussion, and examples of eportfolio use are common.
- Time is allotted for portfolio development
- An eportfolio culture (Gathercoal,
-
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” (Centre
for Educational Technology Interoperability Standards). It is critical
to note that the value of standards in eportfolio development needs to
be carefully weighed with the freedom and usability of the tools given
to the end-users -
The inclusion of collaborative tools will add an additional dimension
to eportfolios. Allowing learners to interact with instructors, other
learners, and mentors will provide a more personal portfolio. This model
reveals the collaboration and in-process work habits of the subjects of
the eportfolio. Some have suggested that the eportfolio concept be replaced
with a concept of “lifetime personal web page” -
- The portfolio is viewed as a personal, learner-in-control tool. It
is treated as central to the learning and assessment process. - 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)
- The portfolio is viewed as a personal, learner-in-control tool. It
-
- 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
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25 Feb 07
Fiona GrantElectronic 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” to
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27 Dec 04
Werner TrotterExcellent reading, as always from George Siemens
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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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20 Dec 04
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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.
-
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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17 Dec 04
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Amy Gahranper elearningpost
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16 Dec 04
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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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Electronic portfolios (also referred to as eportfolios or webfolios) are gaining recognition as a valuable tool for learners, instructors, and academic organizations.
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