The Case for ePortfolios - for USask TOOC on Learning Technologies

2010

In today’s digital age educators and governments around the globe are rightfully demanding for more reflective practice and social activity in education. Research has shown that, ePortfolios promote reflection (Batson & Chen 2008; Stefani, Mason & Pegler 2007) and social activity (Gerbic & Maher 2008; Zeichner & Wray 2001) in teaching and learning. ePortfolios are shared, reflected and provides a means for students to be mobile and lifelong learners and the types depend of their multiple purposes. In light of these possibilities, ePortfolios has gained major traction in high schools and universities and are becoming increasingly “viable institutional instructional technology to facilitate student learning” (Dordelly-Rosales 2010, p.12). ePortfolio is therefore a promising technology for any educational institution that aspires to meet the demands of educators and governments in today’s very dynamic learning and teaching environment.

Advances in educational technologies and instructional design book series, 2016

2019

EPortfolios can showcase students’ learning progression, achievements, and abilities through the purposeful collection of their work. The implementation of ePortfolios within curricula can also demonstrate institutional accountability and serve as primary evidence for accreditation. The authors explore the current available ePortfolio platforms that are utilized in academic settings. They developed a set of evaluation matrices to review current ePortfolio platforms, consisting of (a) learning activities/goals, (b) competency tracking, (c) collaboration ability, (d) access, (e) user-friendliness, (f) customization, and (g) retrospection/concept mapping. Although no ePortfolio platform satisfies all these criteria completely, each possesses individual advantages that make it uniquely useful in particular academic situations. The authors provide a rubric to guide faculty or administrators when choosing an ePortfolio platform, which considers the platform’s purpose and how it will be in...

2006

A paradigm shift in the past decade has changed the focus in education from a teacher-centered instructional environment to a student-centered one (Brooks, 1997; Terheggen, Prabhu, & Lubinescu, 2000). As a result, universities are held responsible for and expected to provide evidence of the process and growth in student learning over time. Grades are no longer proof enough of learning; multiple stakeholders in education want documentation that demonstrates the entire process of learning (Heaney, 1990; Terheggen, Prabhu, & Lubinescu, 2000; Villano, 2005). Ruhland and Brewer (2001) call attention to the increased demands for accountability that emphasize assessment of student learning. To answer these calls for change, universities have begun to focus on student learning outcomes as a way to measure what students have learned and are able to do when they complete their degree. Outcomes assessments "include the knowledge, skills, and attitudes that determine what students know now...

E Learning Conference, Brussels. Retrieved February, 2005

2010

International Journal of Emerging Technologies in Learning (iJET), 2016

Online learning is currently garnering increasing interest. Through the Internet, all available data can be shared to anyone without limited accessibility. ePortfolio is one of the media for students and lecturers to share their knowledge online. Students can upload and share their works, and lecturers can access the works of students anytime and anywhere as long as they remain connected to each other. This learning process gives students the freedom to show their ability and skills without meeting face to face. In literature, ePortfolio has contributed numerous advantages to students and lecturers in terms of the competency, marketability, self-confidence, and visibility of the students. This paper analyzes the development of ePortfolio contents to ensure the reliability of the instrument used. Furthermore, the challenges to implement ePortfolio in the learning system in Malaysia are determined. A total of 100 respondents, who are educators and students from public higher education...

This paper asks how are being designed and expected modes of integration of students during and after their university studies in the specific context of development on private and public markets for applications such as e-digital portfolios. She also questioned the manner in which to deploy the strategies and institutional policies regarding the choice of digital interfaces for the enhancement of learning and using the integration of students and in particular the way is taken into account the research dimension a tool to select and deploy. To do this, it relies on a study conducted as part of e-inclusion project supported by the Office for Students professional insertion (BAIP) and funded by the University of Lorraine and the Regional Council of Lorraine. This study is based on monitoring of a panel of about 250 students and fifteen teachers experimenting "Lorfolio" in their regular educational setting. Lorfolio is a portfolio of digital skills remotely accessible, for a...