Editor’s Note: We’ve again enlisted the expertise of Barbara Pace, who in this four-part series will talk about the roles and value of electronic portfolios. She’ll also provide some guidelines and tips based on her extensive background in education. Enjoy!
Just to eliminate any confusion, let’s begin by stating what e-portfolios are not:
- They are not digital scrapbooks!
- They are not places to store students’ fondest school memories!
- They are not places to post every “A” ever received!
Instead, e-portfolios are digital representations of a person’s best work or proudest endeavors based on the honest reflections of who he or she is as a learner.
The e-portfolio tool itself is simply an online template into which students creatively organize representations of their best work over time. If used correctly, the tool serves as a depository for technology-based collections created by learners to showcase their stories of KNOWING and GROWING over time.
- KNOWING about things, one’s self, and the audience.
- GROWTH as an individual and as a reflective learner.
These digital artifacts, once posted in an e-portfolio, celebrate each person’s story of educational growth over a period of time. The features within an e-portfolio enable students to share what they have learned and understood as they thoughtfully select memorable samples of work that illustrate their experiences, efforts, progress, and achievements. These collections are for the personal benefit of the developer as well as audiences such as educators, family members, universities, and future employers.
What type of portfolio will be created and why?
Three of the most common types of portfolios include:
- Working or Project Portfolios, which contain projects students are currently working on or have recently completed. Over time, the students select items from the portfolio for a more permanent display or as part of an assessment portfolio. This type of portfolio is primarily for the benefit of the student and teacher, but parents can also view it to track student progress.
- Display Portfolios, which showcase samples of students’ best work over time. Students find this type of portfolio most rewarding. They are responsible for choosing and reflecting on the work that will be posted. The audience for this type of portfolio ranges from peers to parents, educators, university personnel, and employers.
- Assessment Portfolios, which present work demonstrating that students have met specific curriculum learning goals and requirements over a period of time. Students should reflect on the showcased work. The audience for assessment portfolios includes parents, teachers, department heads, and various levels of administration.
Like all worthwhile learning experiences, the e-portfolio should be integral to what students do and not simply an add-on. For students growing up in the 21st Century, this digital approach to reflective learning could be a natural extension of the technology-driven people they are becoming. It’s definitely worth considering.
What types of artifacts can be included in an e-portfolio?
E-portfolios are capable of holding a greater variety of sample work than a traditional portfolio. Both flat and multimedia files can be housed in an e-portfolio. Flat files could include original formats such as Word or Excel documents, or PDF files of scanned images, drawings, or graphic organizers. Media files could be files containing sound, animation, hyperlinks, slide shows, and video clips.
Think about it . . .
- What’s your own vision for e-portfolio use?
- Why should students share their story of educational and personal growth with a larger audience (and who might that audience be)?
- Should e-portfolios be assessed as part of the students’ grades and, if so, how?
- Who will determine the extent to which the tool is used in your district, school, grade level, or department?
In the next blog post, I will address these questions. In the meantime please share your thoughts, concerns, and questions in the comments area below.
About the Author
In addition to being a wife, mother of three, and grandmother of eight, professionally Barbara Pace:
- Teaches online courses in computers & curriculum for Indiana University-Purdue University at Indianapolis
- Has a Master’s Degree in Curriculum & Design with an Emphasis on Technology from Indiana University
- Is the Online Design Consultant for the Nursing Department at the University of Indianapolis
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