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Lesson 7 e Portfolio

E-portfolios serve as a digital collection of student work that fosters reflection and ownership of learning, contrasting with traditional learning management systems. They promote critical thinking and knowledge construction through social interactions and feedback, making the learning process visible. By allowing students to choose and reflect on their artifacts, e-portfolios enhance engagement and motivation in the learning journey.

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Michelle Upod
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41 views11 pages

Lesson 7 e Portfolio

E-portfolios serve as a digital collection of student work that fosters reflection and ownership of learning, contrasting with traditional learning management systems. They promote critical thinking and knowledge construction through social interactions and feedback, making the learning process visible. By allowing students to choose and reflect on their artifacts, e-portfolios enhance engagement and motivation in the learning journey.

Uploaded by

Michelle Upod
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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E-PORTFOLIO AS AN

ASSESSMENT TOOL
AND AS A
COMMUNICATION
MEDIUM
INTRODUCTION:
Learners must focus on their collective work, think about how it will
be portrayed and what the work says about them as an individual
learner. Learners are then in charge of their learning and the choice
of where to demonstrate their proficiency. Learners also reflect on
what they have learned and how they plan to build and improve
themselves. This helps them develop their skills, such as writing and
multimedia, critical thinking and creative skills. Today, students use
multimedia such as Facebook, Twitter, and texting – all in the
informal setting. In contrast, the electronic portfolio is used in a
formal setting where students must apply their knowledge on how
the web works as they convey their message. Many schools are
currently working to make sure that students gain practice and
experience with electronic portfolios so that they are able to use
Meaning of e-
portfolio
• An e-portfolio is a digital collection of course-related
work like essays, posters, photographs, videos, and
artwork created by students.
• An academic e-porfolio can also capture other
aspects of a student’s life, such as experiences,
extracurricular activities, and more.
• A good e-portfolio is both a product ( digital
collection of artifacts) and a process ( of reflecting
on those artifacts and what they represent).
Meaning of e-
portfolio
• Like a Learning Management System (LMS), an e-
portfolio exists online and supports student learning.

E-portfolio differs from a learning management


systems in two key ways; namely, ownership and
control. In a university course, the LMS is “owned”
and controlled or managed by the instructor who
decides who has access, what tools are turned on
or off, and so on. With an e-portfolio, the student
is in charge.
Meaning of e-
portfolio
Typically, a student loses access to the
LMS when courses end; in contrast, an
e-portfolio remains the student’s
property after finishing university
The Learning Theory Behind e-
Porfolios
According to Basken (2008), e-portfolios
“are a way to generate learning as well as document
learning”
e-Portfolios generate learning because they provide an
opportunity and virtual space for students to critically assess their
academic work, to reflect on that work and make connections
among different courses, assignments, and other activities, such
as work experience, extracurricular pursuits, volunteering
opportunities and more. e-Portfolios are effective learning tools
because they support students' own knowledge construction,
make otherwise invisible aspects of the learning process visible
and place agency in the hands of students which fosters learners'
The Learning Theory Behind e-
Porfolios
Constructing Knowledge - e-portfolios fall within a learning
theory known as social constructivism, which states that learning
happens most effectively when students construct systems of
knowledge for themselves rather than simply receiving
information presented.
Social constructivism also states that another determinant of effective
learning is that it happens in a social context – that is, learners construct
knowledge through dialogue and interactions with others. With e-
portfolios, the process of reflection originates as a solo activity, but
becomes social through feedback loop, as the learners’ teacher, peers,
mentors, and even family members respond to and provide commentary
on those reflection. Making and then sharing an e-portfolio with others is
somewhat like telling story, the story of one’s learning journey.
The Learning Theory Behind e-
Porfolios
Making Learning Visible – Bass and Eynon (2009)
describe the process of critical reflection that is involved in
the creation of effective e-portfolios as one that makes
“invisible learning” visible.
Invisible learning refers to two things:
1) The intermediate steps that occur whenever a student,
or any person, is attempting to learn something or do
something
2) The learning that goes “beyond the cognitive to include
the effective, the personal and issues of identity”
The intermediate and invisible steps of
learning and doing before the product

• Learning how to do better the next time and


learning more deeply – tend to be overlooked as
one gets focused exclusively on the final product.
The learning that goes beyond the
cognitive to include the affective, the
personal, and issues of identity

• The process of learning something doesn’t


involve just the rationa mind rather, feelings,
personality, and sense of self are all involved –
sometimes facilitating that learning process and
sometimes hindering it. By reflecting on those
affective, personal and self-identity factors,
students can develop meta-cognitive skills that
can enhance their learning.
Fostering Student Activity - Because e-portfolios are a
student-centered activity – one in whih the learner is free to
choose what artifacts are included and is free to reflect on
the process of their learning – they foster engagement and
motivation

Research on learner engagement with learning suggests


that when learners percieve that they have choices in how
to learn they are more engaged and motivated to move
beyond simple information acquisition to try to gain an
understanding of the subject.

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