ePortfolios - a study guide for EDU210 (Showcase (after work is created ,…
ePortfolios - a study guide for EDU210
after work is created
commentary and reflection
share authentic examples of work that goes beyond the grades on transcripts.
help students consider career goals.
personalize their learning experiences
demonstrate learning from nonclassroom experiences
highly professional, provocative, and intended to advance knowledge and experience in a field while bringing people together around common interests and concerns.
Ideally, showcase ePortfolios should go beyond simply sharing work that has been completed. They should provide a stimulating context for reflecting on a body of work in order to make new connections, personalize learning experiences, and gain insights that will influence future activities. Without supporting reflection, a showcase ePortfolio can be reduced to merely a collection of artifacts.
A sequence of experiences/ supportive mentoring to develop the skills students need to demonstrate required competencies.
Without mentoring, a structured ePortfolio can be reduced to a set of directions that students follow to meet seemingly arbitrary requirements.
To demonstrate their evolving skills in the context of:
local or state certification requirements
standards required for the occupational field.
Clearly articulated requirements to focus students time and attention
easy for work to be systematically reviewed/evaluated/compared
dynamic and evolves over time, extends beyond timeframe of specific courses
tasks are identified, worked on, and completed in response to the author’s changing interests, requirements, and understanding.
Messy and spontaneous, organized and tidy
facilitate discussions and feedback
involve reorganizing work and dynamic interactions among changing communities of people,
probably the most challenging resource to develop and maintain.
can help show how students are learning
the history of discussions and interactions is as critical to the learning process as is the evolution of the work itself. ePortfolios illustrate the learning process and related discussion
WHAT / WHO / WHY?
Paul Treuer , Jill Jensen
UMW - U of Minnesota Duluth
E-portfolios were to be owned and managed the students
E-portfolios were to be used responsibly, thoughtfully.
Used to promote critical reflection.
Used to foster lifelong learning.
Often not used after they are needed for a course
Can be seen as "Just another TASK"
gigantic electronic file cabinet.
a tool for authentic assessment; for
a digital, multimedia résumé.
a course management tool
a learning platform
a space for creating virtual identity
Lowest: collect relevant artifacts that document their learning.
students self-regulate, or become aware of and exercise behavior that leads to learning.
Students critically reflect, contextualizing the meaning and significance of their learning in terms of established goals and value systems.
Students integrate their learning, synthesizing their experiences and transferring them to new situations.
At the highest skill level, students collaborate, building on their existing knowledge by applying it in community with others.