Don't Start from Scratch: Guidelines & Resources for Developing E-Portfolios (post 3 of 4 in our e-portfolio series) | Haiku Learning 03 March 2010 So let’s say you’re convinced that e-portfolios are in your future. Now what?! How do you begin? Think big, start small, and if you are alone in your efforts to implement e-portfolios, find others to support you such as a partner or an administrator. Research shows that it takes a team or strong leadership to effectively implement a program. Guidelines to consider Begin by asking a lot of questions of yourself and of other stakeholders that may be involved in supporting e-portfolio development over an extended period of time. Step 1: Define or establish the purpose and objectives of the e-portfolio. What are student responsibilities in e-portfolio development? In preparation for establishing guidelines with the students, consideration should be given to the following five steps inherent in the development of effective electronic portfolios: Selection: the development of criteria for choosing items to include in the portfolio based on established learning objectives.
Què és un portafoli? Eportfolios ePortfolios December 16, 2004 George Siemens Electronic portfolios (also referred to as eportfolios or webfolios) are gaining recognition as a valuable tool for learners, instructors, and academic organizations. Definition Portfolios have long been the showcase tools of artists – expressions of competencies and work completed. 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). Additional definitions: Portfolio implementations can best be viewed as a continuum. Influencing Factors (Adoption and Need) In a knowledge economy, the most valuable resource is obviously knowledge. Learning is also changing. Benefits and Uses Components Diagram 1-1 Tools Issues Trends
EPortfolioProcess Digital Stories of Deep Learning Emerging Digital Tools to Support Reflection in Learner-Centered Portfolios This paper is under development, so comments are welcome! ©2004, Helen C. Barrett, Ph.D. Thought flows in terms of stories - stories about events, stories about people, and stories about intentions and achievements. The best teachers are the best story tellers. “STORIES DEFINE: Who we are. This paper will discuss the concepts of "Electronic Portfolios as Digital Stories of Deep Learning" and "Digital Storytelling as Reflective Portfolio" by linking two dynamic processes to promote deep learning: Portfolio Development and Digital Storytelling. Philosophical and Assessment Issues with portfolios in education There are some underlying philosophical issues that need to be addressed with portfolios in education. Barton and Collins (1993) stated, “the first and most significant act of portfolio preparation is the decision of the purposes for the portfolio” (p. 203). Assessment of Learning - Assessment for Learning What?
Què diu la llei? Building ePortfolio Development Throughout an Online Graduate Program Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA Abstract An online Instructional Technology M.Ed. requires students to present electronic portfolios as a culminating event in the program. During the time that the program evolved from face-to-face to a completely online program, faculty have adapted strategies to reflect the changing technologies. Over the past six years, faculty in the program experimented with different software and presentation strategies before finding a successful combination. Students in the program now present their electronic portfolios using Wimba. Citation Downs, E., Jenkins, S., Jones, S. & Clark, K. (2013).