ePortfolios
which is also known as digital portfolio or electronic portfolio is a
combination of electronic evidence brought together and managed by an
individual better known as a user, and this is often done on the
World Wide Web. Now the electronic evidence can include text that has
been inputted, images, electronic files, blog entries, multimedia,
and hyperlinks. The ePortfolio is both a platform for self-expression
as well as a demonstration of what the user can do. A number of
e-portfolio applications allow different degrees of access by the
audience, so that the very same portfolio can be used for various
purposes.
Okay
in the field of education, electronic portfolios can be defined as an
electronic compilation of evidence showing a person’s learning
journey within a period in time. It may refer to particular academic
fields or a person’s lifelong journey. Now the actual value in
ePortfolio is the reflection including the learning, which has been
documented therein, and not just the collation of work. Also,
ePortfolios like conventional portfolios can help promote students’
reflection regarding their own learning, which leads to greater
awareness as far as learning strategies as well as needs are
concerned.
In
addition, there are three broad kinds of e-portfolios, even though
they may be known by other names. This includes developmental (e.g.
working), representational (e.g. showcase), and reflective (e.g.
learning). A developmental ePortfolio records things, which the owner
has been able to accomplish within a given period in time, and could
be tied directly to rubrics or learner outcomes. But a
representational ePortfolio on the other hand documents the
achievements an owner has made regarding specific work or
developmental goals and so is selective, while a reflective
ePortfolio is one that includes personal reflection of content and
what this means as far as the development of the owner is concerned.
How
ePortfolio is being put to Use
Today,
ePortfolio is gaining popularity and it is being used in a number of
areas including schools and higher education. To this end,
ePortfolios in schools and other educational institutions is being
considered a replacement or alternative to standardized assessments.
However, Helen Barrett a veteran with respect to ePortfolio use
believes that this is a misnomer. In her opinion using ePortfolios
in this way will make them lose their personal touch. In other words,
personal ownerships (in this case students are the owners) will be
lost in the process, which defeats the true essence of the electronic
portfolio. The ePortfolio for those who don’t know isn’t another
textbook.
Nevertheless,
this does not mean that it is wrong for ePortfolios to be used for
assessment purposes. This is because there are actually two
approaches to making use of the electronic platform. The first one
may be referred to as the student-center approach. In this particular
instance, the student is in charge of his/her own learning, using
their portfolios to keep a continuous learning record within a given
period in time. In this way, students will use the portfolio to help
those set learning goals of their own, to express their views
regarding strengths, assess their own weaknesses plus achievements,
and then share what they have done with others.
Now
the other way ePortfolio can be put to use is for formative as well
as summative assessments. The approach in question may be dubbed
teacher-and-institution-centered approach. It involves an analytic
framework, which permits teachers/institutions in collecting data via
rubrics in order to quantify data. It is possible with this for them
to look at each student’s work assessing same based on the rubrics
and collecting quantified data due to that information. And, the most
effective way to make use of ePortfolios in schools is to have an
approach that balances these two approaches.
That
is one in which the personal ownership of the student’s ePortfolio
is not obliterated. Yes, the school may call for a certain format or
structure to be followed. There is nothing wrong with that, but this
should not destroy the student’s interests. Too often it seems
there have been many instances where these electronic portfolios are
created purely for assessment purposes without due consideration
given to the student’s needs, priorities or interests.
ePortfolio
a Lifelong Tool
Many
now seem to consider ePortfolios not just as something that is
relevant for only a specific period of time, but for a lifetime. This
means that rather than restrict their use within schools alone for
instance. They can be used along the way in helping to develop a
person’s career after completing their primary, secondary as well
as tertiary education. In this sense, electronic portfolios will
function in the three broad types or categories (developmental,
representational and reflective) stated earlier in paragraph three.
In
addition, the recent popularity of social media is getting to the
point where the line between it and ePortfolio is such that this is
becoming blurred. Some might even say today maybe there isn’t any
such line. However, the point to be made here is that there is
similarity between these two. In that they both have similar content
(i.e. images, write-ups, videos, etc.) and both reflect the personal
touch of their respective users or owners.
So
one of the questions that has risen regarding the use of social
networks in relation to ePortfolios is how can what is known about
social learning as well as interactivity be incorporated into the use
of electronic portfolios in schools or the education sector. Adding
images, hyperlinks, videos, plus text updates to social networks are
just some of the technology skills, which students already have that
is required for developing an ePortfolio. This is important as it
will help them adequately make use of this lifetime tool.
Finally,
just as social media is evolving so also is ePortfolio. And, so
adapting whatever is learnt from social networking in order to apply
same wherever it is applicable to ePortfolio will only help to make
this tool easy to use and so make it a lifelong partner in the
progressive development of its users.
Author
Bio: Peter Smith has a good sense of humor and learning power. He
also works for a site www.vocado.com
as a chief editor. He also writes for other sites.