E-Portfolios
Traditional portfolios have long been used for developmental, presentation, and assessment purposes (Mason, Pegler, & Weller, 2004). E-portfolios, electronic versions of portfolios, are similar to traditional portfolios in purpose; but by using an electronic format, e-portfolios offer the benefits of using multiple forms of media (audio, video, powerpoint presentations, grapics, etc.), such as a more comprehensive representation of work, easier ability to share portfolios, and the ability to easily and continuously update e-portfolios. Because of increased student access to technology and the variety of options available for e-portfolio creation and posting on the internet, the use of e-portfolios has increased (Grier, Denny, & Clark, 2006). From an educational standpoint, one of the most significant benefits of e-portfolios is that they can be integrated into a course or curriculum to create a more learner-centered environment rather than a strictly teacher-centered environment (Hewett, 2004). This occurs because it is the students' responsibility to define and reflect on their goals and examine and evaluate their own work as a part of the process of creating an e-portfolio (Hewett, 2004). "An electronic portfolio is not a haphazard collection of artifacts (i.e., a digital scrapbook or a multimedia presentation) but rather a reflective tool that demonstrates growth over time" (Barrett, 2000). Also, using e-portfolios in a course or curriculum can aid in the creation of an environment where students can easily share their work with others, so the students not only reflect on their own work, but they can reflect on and learn from the work of others (Fahey, Lawrence, & Paratore, 2007). An e-portfolio is not just an end product, the process of creating and modifying an e-portfolio is a means for learning to occur.
Developmental: There is an expectation that reflecting on items through the process of reviewing and choosing items to include in an e-portfolio allows students to examine and learn from their own professional development (Grier et al., 2006). The interactive nature of an e-portfolio encourages student engagement and motivation to learn (Hewett, 2004). E-portfolios are also a loosely structured way for students to set goals and identify the connections between different learning experiences (Knight, 2006).
Presentation: E-portfolios can be used to present a student's work and interests when applying for further employment (Strudler & Wetzel, 2005) or further schooling. Having access to different kinds of media for the creation of a portfolio allows for a variety of options (Mason et al., 2004). A student would not be limited by the expense of creating printed copies of a portfolio or not able to include something such as powerpoint slides with animation. E-potfolios can be easily distributed and a variety of media can be incorporated which can make the final presentation more interesting, as well as, provide a more comprehensive representation of a student.
Assessment: In general, portfolios provide a great opportunity for teachers to examine students' work to examine the level of their learning and provide feedback to aid in their development (Knight, 2006). Teachers can gain information about a student by evaluating the individual pieces included in a portfolio, as well as, themes, included thoughts, and the choices of what has been chosen for inclusion.
Strengths & Weaknesses
Collecting and selecting items is easier than with traditional portfolios (Mason et al., 2004). There are more options for the kind of materials that can be included, such as audio and video fules. Different items can then be added or removed as needed.
Both faculty and students need to invest a lot of time and effort (Knight, 2006). For e-portfolios to be done successfully, everyone involved needs to put forth a significant amount of effort.
There are broad variations in the use of e-portfolios (Strudler & Wetzel, 2005). Treuer & Jenson (2003) suggest some different areas where e-portfolio standardization could maximize the benefits of use of e-portfolios.
Students and teachers must have a certain level of computer skills for e-portfolio creation (Grier et al., 2006). E-portfolios will not only reflect the actual information and files included in the e-portfolio, but also the technological skills of the student.
The goals and expectations for e-portfolios must be made clear, or they may not be accomplished (Grier et al., 2006). The more transparent the expectations are, the more students will gain from the process.
Examples of Studies Using the Tool
Barrett, H. C. (2007). Researching electronic portfolios and learner engagement: The REFLECT initiative. Journal of Adolescent & Adult Literacy, 50, 436-449.
Keino, L. C. (2006). Electronic Learning Portfolios: Evaluating artifacts in an international FCS program. Journal of Fmaily and Consumer Sciences, 98(4), 44-46.
Lynch, L. L., & Purnawarman, P. (2004). Electronic portfolio assessments in U.S. educational and instructional technology programs: Are they supporting teacher education? TechTrends: Linking Research & Practice to Improve Learning, 48, 50-56.
Listing of some current research projects on e-portfolios: http://www.helenbarrett.com/research.html
Other Similar Tools
Traditional portfolios
Further Reading
E-Portfolio website recommended by NCSU's Career Center: http://www.coroflot.com/public/login_createport.asp
http://www.elearnspace.org/Articles/eportfolios.htm
References
Barrett, H. (2000). Create Your Own Electronic Portfolio. Learning & Leading with Technology, 27(7), 14-21.
Fahey, K., Lawrence, J., & Paratore, J. (2007). Using electronic portfolios to make learning public. Journal of Adolescent & Adult Literacy, 50, 460-471.
Grier, J. M., Denny, M. K., & Clark, M. M. (April, 2006). A tale of two programs: A comparative study of electronic portfolio assessment in teacher education. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.
Hewett, S. M. (2004). Electronic portfolios: Improving instructional practices. TechTrends: Linking research & practice to improve learning, 48, 26-30.
Knight, W. E., Hakel, M. D., & Gromko, M. (2006). The relationship between electronic portfolio participation and student success. Paper presented at the 46th Annual Forum of the Association for Institutional Research (AIR). Chicago, IL. Accessed June 5, 2006. http://www.lib.ncsu.edu:2078/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/35/40/97.pdf.
Mason, R., Pegler, C., & Weller, M. (2004). E-portfolios: An assessment tool for online courses. British Journal of Educational Technology, 35, 717-727.
Stansberry, S. L., & Kymes, A. D. (2007). Transformative learning through "teaching with technology" Electronic portfolios. Journal of Adolescent & Adult Literacy, 50, 488-496.
Strudler, N., & Wetzel, K. (2005). The diffusion of electronic portfolios in teacher education: Issues of initiation and implementation. Journal of Research on Technology in Education, 37, 411-433.
Treuer, P., & Jenson, J. D. (2003). Electronic portfolios need standards to thrive. Educause Quarterly, 26(2), 34-42.
Williams, B. T. (2007). I'm ready for my close-up now: Electronic portfolios and how we read identity. Journal of Adolescent & Adult Literacy, 50, 500-504.