E-Portfolios

1
E-Portfolios
2
What is a Portfolio

• Rick Stiggins (1994) defines a portfolio as a
  collection of student work that demonstrates
  achievement or improvement.
• Northwest Educational Regional Laboratory offers
  a similar definition
• A purposeful collection of student work that
  illustrates effort, progress, and achievement.

3

• An electronic portfolio, also known as an
  e-portfolio or digital portfolio, is a collection
  of electronic evidence assembled and managed by a
  user, usually on the Web. Such electronic
  evidence may include inputted text, electronic
  files, images, multimedia, blog entries, and
  hyperlinks.
• E-portfolios are both demonstrations of the
  user's abilities and platforms for
  self-expression, and, if they are online, they
  can be maintained dynamically over time. Some
  e-portfolio applications permit varying degrees
  of audience access, so the same portfolio might
  be used for multiple purposes.

4

• The electronic format allows faculty and other
  professionals to evaluate student portfolios
  using technology, which may include the Internet,
  CD-ROM, video, animation or audio.
• Electronic portfolios are becoming a popular
  alternative to traditional paper-based portfolios
  because they offer practitioners and peers the
  opportunity to review, communicate and assess
  portfolios in an asynchronous manner.

5
Therefore, a Portfolio is

• A collection of students work, which
  demonstrates their skills and accomplishments.
• It is more than just a group of projects and
  papers stored in folders.
• It is used to demonstrate students achievements
  in one subject area or across the curriculum.

6
Why an electronic Portfolio

• Sheingold (1992), argues using technology to
  store student portfolios, can make their work
  portable, accessible, and more easily and widely
  distribute. We can also replay performance works
  anytime.

7
Why Create an E-Portfolio?

• Employment
• Graduate School
• Internships
• Personal Archive

8
Using E-Portfolios

• Information is easily stored in a computers hard
  drive, floppy disk, CD, or other means.
• E-Portfolios enhance computer and technology
  skills.
• Experienced gained
• Creating
• Selecting
• Organizing
• Editing
• Evaluating the portfolios
• Students gain a sense of empowerment by
  displaying, sharing, and presenting their
  e-Portfolios to teachers, parents, and the
  community.

9
Advantages of an E-Portfolio

• Accessibility
• Portability
• Ease of Delivery
• Interactivity
• Creativity
• Technology

10

• There are benefits to using an electronic
  portfolio. With traditional portfolios, files,
  boxes and or binders holding papers, cassettes,
  pictures, drawings would take up lots of space.
• With an electronic portfolio, information can be
  easily stored in a computer hard drive , floppy
  disc, CD or other. This would take up very little
  physical space and would be accessed with minimal
  effort.

11

• Electronic portfolios not only take up little
  physical space, but can hold a great deal of
  information.
• Pictures, art work and writing samples can be all
  be scanned in and saved.
• Reading samples could be recorded. Work samples
  from the previous school year could also be
  included.
• Another important addition, would be
  collaborative student work that otherwise would
  not be able to be included in each participating
  students portfolio.

12

• Once the student work is organized, electronic
  portfolios can be enhanced by the addition of
  sound, music, pictures, graphics and even video.
• Thus making it easier and more appealing to the
  student, parent and teacher.

13

• Electronic portfolios also serve to enhance
  computer and technology skills.
• The teacher and student would gain experience by
  creating, selecting, organizing, editing and
  evaluating the portfolios.
• Students would feel a sense of accomplishment and
  empowerment by displaying, sharing and presenting
  their electronic portfolios to teachers, fellow
  classmates and parents.
• The following outlines the benefits for
  e-portfolio user groups.

14

• Student
• increased learning effectiveness
• model professionalism
• enhance information technology skills
• gain academic credit for learning beyond the
  classroom
• reflections on artifacts as well as how they
  match goals and standards
• help students make connections among their formal
  and informal learning experiences
• prompt learners to articulate their learning
  goals from different perspectives
• allow individuals to display learning in ways
  overlooked or undervalued by other assessment
  means

15

• Faculty
• leverage student motivation
• align objectives and evaluation strategies
• allow for more fruitful advising
• enable the efficient management of student
  deliverables in distance courses
• enhance relationships among e-portfolio creators
  and mentors (instructors).

16

• Institutions
• respond to calls for greater accountability and
  outcomes-based accreditation
• transportability of credits
• increase transparency for evaluation and
  benchmarking

17
Types

• There are three main types of e-portfolios,
  although they may be referred to using different
  terms
• developmental
• Assessment
• showcase

18

• Developmental portfolio demonstrate the
  advancement and development of student skills
  over a period of time.
• Developmental portfolios are considered
  works-in-progress and include both
  self-assessment and reflection/feedback elements.
  
• The primary purpose is to provide communication
  between students and faculty.

19

• Assessment Portfolios demonstrate student
  competence and skill for well-defined areas.
• These may be end-of-course or program assessments
  primarily for evaluating student performance.
• The primary purpose is to evaluate student
  competency as defined by program standards and
  outcomes.

20

• Showcase Portfolios demonstrate exemplary(worth
  of imitation) work and student skills.
• This type of portfolio is created at the end of a
  program to highlight the quality of student work.
  
• Students typically show this portfolio to
  potential employers to gain employment at the end
  of a degree program.

21

• Hybrids Most portfolios are hybrids of the three
  types of portfolios listed above. The three types
  may be mixed to achieve different learning,
  personal, or work-related outcomes.
• Rarely will you find a portfolio that is
  strictly used for assessment, development or
  showcase purposes.
• Occasionally, you may come across showcase
  portfolios that do not show evidence of
  self-reflection, rubrics for assessment or
  feedback, however, as Helen Barrett, an expert in
  the field of e-portfolios, would say "a portfolio
  without standards, goals and/or reflection is
  just a fancy resume, not an electronic
  portfolio.
• Self-reflection is an important component of
  electronic portfolio development. If you do not
  require participants to self-reflect on the
  artifacts they add to the portfolio, they will
  not gain from the rich learning experience that
  e-portfolio development can provide!

22
Why use an e-portfolio?
23

• There are several reasons that higher education
  institutions are starting to use electronic
  portfolios includingStorage/Access Electronic
  portfolio information is stored digitally on a
  computer hard drive, server, or on removable
  media such as a floppy disk, zip disk, or CD-ROM.
  
• This electronic information takes up very little
  physical space and is easily accessible.
• Electronic portfolios not only take up little
  physical space, but can hold a great deal of
  information.
• Various parts of electronic portfolios can be
  interconnected through hyperlinks-- users do not
  have to worry about losing or misplacing
  documents.
• New student work can replace older work with
  minimal effort.

24

• Multimedia Once the student work is organized,
  users can add easily add sound, pictures,
  graphics and video to the electronic portfolio.
• Computer Skills Students gain valuable computer
  skills while creating and editing their
  portfolio.
• Assessment Electronic portfolios directly relate
  student work to the defined standards or
  criteria. Portfolios demonstrate wider dimensions
  of learning than just paper-and-pencil reports or
  exercises. For example, within an electronic
  portfolio, a student can add digital audio or
  video and graphics to document evidence of
  learning.

25
usage

• electronic portfolios are gaining popularity in
• Schools
• Higher education
• Continuing professional development
• Job applications/professional advertisements
• Therapy groups
• Assessment
• Accreditation
• Recognition of prior learning (RPL)
• Some E-portfolios can be used for presentations,
  a number of different assignments and most
  popularly, class studies.
• Others may be used within an education setting
  for assessment and accreditation, such as an
  institutional electronic portfolio.

26
A Portfolio Should Include

• Student Information name, contact information,
  major, graduation date, etc.
• Table of Contents or various way to display
  links to contents of the portfolio
• Learner Goals
• Curricular standards and/or criteria used to
  align the contents of the portfolio to
  institutional, departmental or course curriculum
  (often accomplished by rubrics)
• Rubrics can be used to assess student work. A
  rubric is a criteria-rating scale, which provides
  the instructor with a tool to track student
  performance. They also inform students of the
  course/departmental/institutional expectations.
• Guidelines used to select appropriate artifacts
  to keep the collection from growing haphazardly
• Artifacts examples of student work including
  documents, images, video, audio, etc. (can be
  chosen by student, instructor or both)
• Instructor feedback
• Self-reflection pieces a portfolio without
  reflections is just a multimedia presentation or
  an electronic resume .

27
Assessment of ePortfolios

• Use rubrics to assess the quality of students
  work.
• a criteria-rating scale, allowing teachers to
  track student performance.
• Students are empowered with the knowledge of what
  is expected.
• Performance Description
• Checklist of Artifacts

28
ePortfolio Design

• Title Card
• Name of student
• School year
• Teacher
• Table of Contents
• Information Cards
• Contains the different sections or information

29
Files Included in an ePortfolio

• Text
• Displays student thinking
• Images
• Conveys a message without words
• Sound
• Shows oral communication
• Video
• Shows presentations and performances

30
Basic Equipment for ePortfolios
Computer
Scanner
Digital Camera
Multimedia Software Programs Web Authoring Systems
31
Making e-Portfolios Work for You

• Use of technology What and how is media used?
  How is it supported?
• Logistics (planning) What time, space, and
  resources are needed to collect and reflect on
  the work?
• Culture What else in the school has to change
  for the portfolio to be valued and
• valuable?

32
Creating an E-Portfolio

• Getting Started

33
(No Transcript)
34
Five stages to Building an ePortfolioStage 1

• Defining the portfolio
• Identify the purpose
• Identify the standards
• Identify the audience

35
(No Transcript)
36
Building an ePortfolioStage 2

• Developing the Working Portfolio
• Select The software development tools
• Identify the storage and presentation medium
• Identify and collect the artifacts that meet the
  standards

37
(No Transcript)
38
Building an ePortfolioStage 3

• Reflecting on the Portfolio
• Write reflective statements on each artifact and
  on achieving each standard.
• Elaborate on why the artifact was selected, its
  meaning, and value in the portfolio.
• Set learning goals for the future.

39
(No Transcript)
40
Building an ePortfolioStage 4

• Connecting the Portfolio
• Organize the artifacts
• Create navigational links between artifacts and
  standards, etc.

41
(No Transcript)
42
Building an ePortfolioStage 5

• Presenting the Portfolio
• Share the portfolio with the appropriate
  audience.
• Evaluate the portfolio with regard to its
  purpose.

Student
Student and Teacher
43
Summary
Electronic portfolios are a technology based form
of authentic student based assessment. They are
a collection of student work over a period of
time. The benefits include clear set standards
or expectations, quick access, easy storage and
increased technology skills.
44
Now, Lets get to Work

• Develop an e-Portfolio.
• Include
• Goals, philosophy, rubric, curriculum standards.
• Images, text, sound
• Links

45
Examples

• http//electronicportfolios.com/
• http//pesyear1.blogspot.com/
• http//kdgroom102.blogspot.com/
• http//manaiakindergarten.blogspot.com/
• http//hpkgtn09abigail.blogspot.com/
• http//kimcofino.com/blog/2011/06/12/blogs-as-show
  case-portfolios/
• http//ellenseportfolio.blogspot.com/
• http//cheyenneseportfolio.wikispaces.com/
• http//www.hightechhigh.org/digital_portfolios.php
  
• http//hunterparkkindergarten.blogspot.com/
• http//www.teacherfiles.com/website_introduction.h
  tm

46
Princess Nora University Electronic
Portfolios for(4) Students
pnu.ep4s.com
????? ??????? ???? ??????? ??????????? ????????
47
(No Transcript)
48
?????? ??????? ??????????? ??
e-Portfolios are used for
49
(No Transcript)
50
?? ????? ??????? ??????????? ??? ?? ?????
????????? ???? ???????? ???????? ?? ??? ??????
????? ??????? ???????
51
(No Transcript)
52
(No Transcript)
53
(No Transcript)
54
You can view your content
Profile ?????
55
Website Members
Instructors
Administrator
General Moderator
Students
56
(No Transcript)
57
(No Transcript)