ePortfolio Background

Portfolios are not new. They have been implemented  in educational contexts for more than a decade. There were primarily used for showcasing learner work and to support formative or summative assessment processes. However, electronic-based portfolios (ePortfolios) have significantly expanded the possibilities over paper-based portfolio allowing for new ways of storing, archiving, thinking, reflecting, storytelling, collaborating and publishing about learning experiences.

 

In a wider sense, an ePortfolio offers the opportunity to create and manage an online space of digital artefacts (including documents, graphics, audio files, videos, feedback, ideas, and so on) and reflections that provide evidence of our knowledge, competencies, experiences, and achievements. ePortfolios brought many changes into the traditional educational system and are also gaining momentum outside the formal educational context since they show relevance in the areas of Continuing Professional Development (CPD), Lifelong Learning (LLL), or Recognition of Prior Learning (RPL).

 

• For a deeper understanding of the main characteristics of an ePortfolio watch the following videos:

                

     

• Also check  these links to see an example of a personal ePortfolio and an institutional ePortfolio

 

Even if we find many definitions of the term ePortfolio they usually refer to specific purposes, technologies or contexts of application thus not revealing their the full potential.

For the purpose of this module, we propose the following generic and comprehensive definition:

   

Some consensus exists in considering that reflection is one valuable characteristic of every ePortfolio. There is also agreement that behind any ePortfolio-based-learning lies rich and complex processes of planning, synthesizing, sharing, discussing, reflecting, giving, receiving, and responding to feedback.

 

The following video by Helen Barrett  provides a deeper understanding of how ePortfolios can support reflection and metacognitive processes:

 

 

• Additional definitions on ePortfolios at: http://goo.gl/a4SA1T, http://goo.gl/RdZGcJ, http://goo.gl/aUdjoi

• A brief outline about ePortfolio benefits for individuals and organizations

• Paper by Helen Barrett to learn more about the benefits of ePortfolios in educational contexts

 

ePortfolios phases

The ePortfolio implementation toolkit developed by JISC (Joint Information Systems Committee) presents a diagram that illustrates how a single ePortfolio repository of artefacts may serve different  purposes. The underlying connection are activities (e.g.  writing, reflecting, storing, planning, sharing etc.) which form specific processes involved in developing an ePortfolio (e.g. capturing and storing evidence, planning and setting goals etc.).

 

Despite the development of an ePortfolio is not a linear nor a sequential process, there are some basic phases that can be drawn out. Barret (2000) introduces a set of   common stages involved in developing an ePortfolio that you can investigate.

 

ePortfolio functions

According to ePortfolio aims it is possible to distinguish between different ePortfolio functions:

• Showcase ePortfolio: Demonstrate the work, skills and competencies acquired over an established  period of time (e.g. a course outputs, lifelong records, etc.). The individual selects relevant works, organize them and shows the ePortfolio to relevant interest groups (e.g. educators, peers or potential employers). An example could be one’s curriculum vitae supported by evidence of relevant work experience.

Online resources:

• An example of a showcase ePortfolio

 

• Development/Reflection ePortfolio: Usually supports the individual in his/her Personal Development Plan (PDP), Career Development Plan (CPD) or Lifelong Learning (LLL) and sets the direction for future learning/professional purposes by establishing specific goals.

Online resources:

• Case study on the use of ePortfolios as a reflective teaching tool:  

 

• Assessment ePortfolio: The purpose is to evaluate an individual’s competence or knowledge development as defined by an educational institution, a dedicated body, an organization or even a person (e.g. peer learning). ePortfolios have great potential to improve and/or enhance formative and integrative assessment.

Online resources:

• The Oklahoma Alternate Assessment Program (OAAP) ePortfolio helps to assess students in their mastery of the Oklahoma Academic Standards.