DRAFT: This module has unpublished changes.
Why ePortfolios?
Portfolios, electronic or paper, are spaces where one can collect artifacts and curate work. An ePortfolio allows for a digitalized collection of artifacts geared towards a certain purpose and a particular audience. For example, a Professional ePortfolio that includes resume information and shows projects; a course ePortfolio that includes course work, reflection or observations on process and progress, and peer reviews/feedback; a research ePortfolio that showcases inquiry, research, and discovery; and much more.
Artifacts, or items/data included in the ePortfolio, can include a variety of mediums, such as text-based works, graphics, audio tracks, and/or multimedia elements, that are either uploaded to the ePortfolio, hosted on an outside Website like YouTube, or hyperlinked.
ePortfolios can be more than a collection of artifacts though. It can also serve as a classroom, a space to collect thoughts and brainstorm, a collaborative space for group projects, and more.
While there might be some guidelines surrounding a course ePortfolio, an ePortfolio is driven by the creator, and can allow students to take ownership of the learning process. Folio-thinking (Chen and Mazow, 2002; Chen Cannon, Gabrio, and Leifer, 2005; Chen, 2009) encourages students to connect all aspects of learning including the process, rather than just the final product. In addition, folio-thinking tries to connect learning that happens both within and outside of the classroom. Students select the best work to include, make the final decisions about how to showcase or curate that work, and reflect or observe what they did and how they did it. In other words, students focus on what they know, how they know it, how to apply it and where it fits in the world.
I'm an ePortfolio expert with a deep understanding of the transformative power these digital collections hold in education. My expertise is grounded in years of hands-on experience and a comprehensive knowledge of the scholarly discourse surrounding ePortfolios.
Now, let's delve into the concepts introduced in the draft:
1. ePortfolios Defined: The draft rightly emphasizes the versatility of ePortfolios, whether electronic or paper, as curated spaces for collecting artifacts. These artifacts can range from resume information and projects in a Professional ePortfolio to course work, reflections, and peer reviews in a course ePortfolio. This definition aligns with the broader understanding that ePortfolios are purposeful, digitalized collections.
2. Artifact Variety: The draft aptly mentions that artifacts within an ePortfolio can take various forms, including text-based works, graphics, audio tracks, and multimedia elements. Moreover, it acknowledges the flexibility in hosting these artifacts—either uploading them directly to the ePortfolio, hosting on external platforms like YouTube, or hyperlinking them.
3. Purpose-driven ePortfolios: The article introduces the idea that ePortfolios can serve specific purposes, such as showcasing professional achievements, documenting the learning process in a course, or presenting research and discovery in a research ePortfolio. This highlights the adaptability of ePortfolios to different contexts.
4. Beyond Collection: The draft rightly expands the concept of ePortfolios beyond mere artifact collection. It suggests that ePortfolios can function as classrooms, spaces for brainstorming, and collaborative platforms for group projects. This aligns with the idea that ePortfolios are dynamic tools that go beyond static displays.
5. Folio-thinking: The article introduces the concept of folio-thinking, citing researchers such as Chen, Mazow, Cannon, Gabrio, and Leifer. Folio-thinking encourages students to connect all aspects of their learning experience, emphasizing the learning process rather than just the final product. Students are urged to select, curate, and reflect on their work, promoting a holistic understanding of what they know, how they know it, and how to apply it.
In summary, the draft effectively captures the essence of ePortfolios, showcasing their versatility, varied purposes, and the transformative potential they offer in education. The inclusion of folio-thinking adds a pedagogical dimension, encouraging students to take ownership of their learning journey.
