ePortfolio

Basics
I am discovering that there are a variety of purposes for developing electronic portfolios. The article http://www.tc.columbia.edu/cis/newsletter/ospiminiconf/The%20Electronic%20Portfolio%20Boom.pdf defines an electronic portfolio as "a collection of authentic and diverse evidence, drawn from a larger archive representing what a person or organization has learned over time on which the person or organization has reflected, and designed for presentation to one or more audiences for a particular rhetorical purpose." (Vicki)

An eportfolio is purposeful collection of work and information that: -represents an individual's efforts, progress and achievements over time -is goal-driven, performance-based and indicates evidence of the attainment of knowledge, skills and attitudes -includes self-reflection -is a tool for facilitating life-long learning (http://www.teachers.ash.org.au/jmresources/ePortfolio.htm) However, an eportfolio is different than what the typical teacher uses, such as a file folder for every student with documented work samples. This is like a file folder, but online. The teacher and student can demonstrate their content knowledge, technology skills, and focus on reflection as they make an eportfolio. (Lisandra)

The advantage of eportfolios versus the physical collection of pupil's work allow the freedoms of assembling a living document that changes and seeks collaborations from a wider audience. Many other advantages include posting a paperless showcase and the focus on student ownership of learning as stated in http://www.moe.gov.sg/edumall/rd/litreview/eportfolio.pdf

In regards to assessment, I found a great e-portfolio rubric at http://www.walton.k12.fl.us/training/ePortfolio/ePortfolio%20files/rubric.htm. I covers Mechanics, Structures, Graphics, Use of Tools, Content Relevancy and Captions/Reflection.

An ePortfolio often includes Word and PDF files, blogs, images, multi-media, and web links. An ePortfolio allows for self-expression as well as demonstration of abilities. ePortfolios are evident in the educational world, both in classrooms and at the professional level. Many teacher education programs require ePortfolios upon graduating. Elementary and high school classrooms use ePortfolios across the disciplines. ePortfolio can be interactive between students and teacher to student. (Erin)

Some discussion on how these are typically created, updated, and viewed...

Teacher-oriented uses
I read in [|http://www.tc.columbia.edu/cis/newsletter/ospiminiconf/.] The%20Electronic%20Portfolio%20Boom.pdf qualifies that eportfolios are often associated with student assessment, accreditation, reflection, resumes and career tracking. I understand it now to be much more. Teachers can use it to continue along these lines, however an eportfolio can also benefit the teacher by making student work more accessible and up-to-date. (Vicki)

To be more specific, teachers can make a set requirement, or a table of contents, for their students to complete online in order to demonstrate their proficiency of that particular unit/quarter/year. Or a teacher can record student progress on eportfolio to demonstrate to parents during parent conferences the child's progress (or lack thereof). Below is suggested content for an eportfolio according to Seventh-day Adventist North American Division Office of Education (random, I know, but helpful):

-Journal entries and free writing. -An autobiography. -Projects (or pictures of them if they are large). -Audio or video tapes. -Notes from peer and teacher conferencing. -Artwork and graphics. -A thoughtful sample of the student’s work with an explanation of the selection process. -Documentation of student progress in skill development such as self-assessment, thinking and problem-solving, responsible citizenship, or skills. -Agreed-upon appropriate scoring guides or rubrics either for the portfolio as a whole or its individual components. -Student self-reflective pieces about the class or unit. This selection should show the metacognition process. -Evidence of the purposes, goals, standards, and judgements for the portfolio. I-nformation that illustrates growth: a series of examples, changes on interest inventories, reading records, and attitude measurements. -Self-reports: student analysis and assessment of his or her own proficiency. -Learning logs with student responses to class work or reading or connections among learners. -Reading logs: a list of the books read for class assignments and independent reading. (http://curriculumfutures.org/assessment/a04-04.html) (Lisandra)

ePortfolios allow teachers to adjust instruction based on students’ reflections and progress. It acts as an authentic assessment because reflection is included along with assignments. Teachers can provide feedback to students through blogs and become aware of students difficulties and successes. (Erin)

When using an e-portfolio as a profession development tool is serves a different purpose. It stands as a portfolio that is an organized, goal-driven documentation of your professional growth and achieved competence in the complex act called teaching. Although it is a collection of documents, a portfolio is tangible evidence of the wide range of knowledge, dispositions and skills that you posses as a growing professional (Campbell, D. M., Cignetti, P. B., Melenyzer, B. J., Nettles, D. H., & Wyman, R. M.; 2001). Read more about eportfolios and professional development at [|http://www.learningexpert.net/eportfolio/.] A nice example of a teacher development portfolio can be found at http://my-ecoach.com/online/teacherguide.php?projectid=4459(Vicki)

Student-oriented uses
__Researching Electronic Portfolios and Learner Engagement__, (The Reflect Initiative) 2005 discusses that student work can be documented, their learning processes and growth recorded. Student work from all ages - pre-school through graduate school and into their professional endeavors are reflective in their eportfolio work. (Vicki) Students can use eportfolios to demonstrate their learning.

According to the Penn State University: Requirements for an e-portfolio System at Penn State: Recommendations from the Study Team: http://eportfolio.psu.edu/faculty/e-Portfolio%20Requirements%20_8_14_2006_.pdf, an e-portfolio should serve as a location from which students can convenientley and efficiently share work, and get feed back from faculty, advisors, working professionals, curriculum and program reviewers and others on selected relections. These reflections will evidence their learning, experience and goals. E-portfolios would facilitate and maintain communication between students and teachers by means of comments, blogs, discussions or forums.

An know limitation of eportfolios is how they can be used in a K12 setting. An example of a student portfolio can be found at http://keylearningcommunity.org/bronson/Welcome.html. Lillian has done a wonderful job electronically compiling her introduction, experiences, art, writing, extra-curricular, elementary/middle school projects, and high school projects. Check this site out - this one is very well put together and stored through [|http://keylearningcommunity.org]. (Vicki)

Along with academic portfolios, an afterschool club (such as Circle of Little Sister at Vista Square Elementary) can create personal eportfolios where students reflect and record their emotions, actions, and goals. The eportfolio can include their biography, photographs, etc. Just make sure everything is secure and no pertinent information is shared such as their full names or addresses. For more types of portfolios, please refer to http://curriculumfutures.org/assessment/a04-05.html. (lisandra)

Incorporating ePortfolios in the classroom allows the student to take a constructivist approach to his or her learning. Construction of value through self-assessment and metacognition are power motivators for students. Since the student chooses what work will be documented, he or she takes ownership of the learning.

There are limitations concerning student uses of eportfolios. One problem is in regard to posting private information and student names. Sharing authentic samples may also be problematic. Another major problem is choosing an easy format for students to use so that the focus of the task is selecting and reflecting on their achievements rather than getting bogged down on the technology tool.

Resources to learn more
[|http://keylearningcommunity.org] (Vicki) A collaborative team of teachers organized to research and develop innovative practices in teaching to celebrate diversity in our population and our communities and to personalize education by building upon each student's strengths in the following intellectual areas: Linguistic, Musical, Logical-Mathematical, Spatial, Bodily-Kinesthetic, Naturalistic, Interpersonal and Intrapersonal (Gardner, 1983)

http://my-ecoach.com/online/teacherguide.php?projectid=4459 (Vicki) Samply of a teacher's ePortfolio.

http://www.walton.k12.fl.us/training/ePortfolio/ePortfolio%20files/rubric.htm(Vicki) ePortfolio Rubric

http://www.kzoo.edu/pfolio/outstanding.html (Vicki) Kalamazoo Student ePortfolio samples.

http://www.tc.columbia.edu/cis/newsletter/ospiminiconf/The%20Electronic%20Portfolio%20Boom.pdf (Vicki) This website describes exactly what an ePortfolio is.

http://www.learningexpert.net/eportfolio/(Vicki) A site explaining what a teacher development ePortfolios should consist of for Hong Kong Teachers.

http://www.educause.edu/ir/library/pdf/ELI3001.pdf (Vicki) An overview of ePortfolios.

http://www.surf.nl/download/ALT_SURF_ILTA_white_paper_2005%20(2).pdf (Vicki) Reflective learning, future thinking: digital repositories, ePortfolios, informal learning and ubiquitous computing - ALT/SURF/ILTA Spring Conference Research Siminar, Trinity College, Dublin - 1 April 2005.

More references to resources are mentioned with in the other topics (lisandra)

http://en.wikipedia.org/wiki/Electronic_portfolio http://www.educationworld.com/a_tech/tech/tech111.shtml (Erin)

Resources/examples of this technology in education
Professors can use eportforlios over the course of a semester. Students would write their reflections, summaries, etc electronically and store them on a secure site. The professor would have the opportunity to read, comment and make suggestions to the student, and then the student in turn could revise, edit and refine their findings. Student's prior work from classes could be "carried with them" throughout their subsequent classes (as I wish I could do this semester!!). (Vicki) Please refer to the following website for example of university eportfolios: http://www.kzoo.edu/pfolio/outstanding.html. My personal favorite is Brian Weigandt's eportfolio. (Lisandra)

Sample ePortfolio: http://www.mcli.dist.maricopa.edu/dd/eport05/demos.php (Erin)

Research on this technology in education
The research on this subject often discuss the lack of empirical evidence to support the above claims. I believe this is true because there are multiple purposes for which portfolios can be developed that the task of validating this research is challenging. There are also many contexts where eportfolios can be found: K-12, higher education, professional portfolios, which makes comparing these diverse academic areas very difficult. (Vicki) As Vicki stated, very little research on eportfolios has been collected. One reason is due to the lack of technology in schools k-12. More universities are utilizing eportfolios. (Lisandra)

“The Power of ePortfolios”, by Lynn Cohen, suggests that teachers have decided what area of focus they will be assessing through the students’ ePortfolios. For example, is writing the focus, or math understanding? (Erin)