SUMMARY OF MY LEARNING AROUND EPORTFOLIOS
What is an ePortfolio?
An ‘academic’ ePortfolio is a digital collection of personal course work referred to as artifacts and may include essays, posters, photographs, videos, artwork, demonstrations, resources, and accomplishments. Many other aspects of the learner’s life can be captured and may include volunteer experiences, employment history, and extracurricular activities. The ePortfolio documents and supports the learners learning including the reflecting of the artifacts and what they represent. The learner decides who can view the ePortfolio, what artifacts are added, and how it is designed.
According to Basken (2008), ePortfolios “are a way to generate learning as well as document learning.” ePortfolios generate learning because they provide virtual space for the learner to reflect and critically assess their academic work, make connections to other courses and assignments, connect activities with work experiences, volunteering, and much more. Learning comes with the learner’s own knowledge construction allowing the learning process to be visible and connected.
The learning theories most identified with ePortfolios is Social Constructivism which proposes 1) learning happens when learners construct systems of knowledge for themselves rather than just having information presented, 2) learning happens in a social context with dialogue and interaction with others. For example, reflection originates with the learner,and it becomes social through a feedback loop from the instructor, peers, or family members responding to the comments on the reflections. An ePortfolio is like telling a story – the learner’s story.
Is there a place for ePortfolios in my teaching?
Yes. EPortfolios will offer my learners the opportunity for control of their learning. I can see them using ePortfolios for support and encouragement while promoting a deeper learning of the subjects to be taught. This recognition of higher learning is very attractive to me.
I will share two views on the usefulness of ePortfolios from the Centre for Teaching Excellence. (2020). The learner will use their ePortfolios for generating new and deeper learning (assessment for learning) and I will view them as an appropriate tool for assessment (assessment of learning).
I want my learners to reflect on their learning, performance, and achievements to promote their self-efficacy. That is important to me because the skills taught in my class may be used the same or next day once the learner graduates. Learners will be encouraged to learn independently and never stop learning. Most of my learners are seeking employment so the ePortfolio will support them in planning their personal, educational, and career development.
What are some best practices for instructors in promoting the use of ePortfolios?
- Explain the benefits – Learner’s develop new or deeper learning resulting in higher grades. Learner’s feel better about themselves while they share information with friends and family. Achievements are showcased for potential job or career advancement.
- Identify clear expectations – Learner’s should be told what is expected in their ePortfolios and understand the importance of reflection and connections.
- Provide examples of successful ePortfolios
- Have a personal ePortfolio – Share your ePortfolio with your learner’s as someone who walks the talk.
- Scaffold learning – Start the learner’s with adding just one artifact, reflect on it, and write about it. Progress to more challenging artifacts and reflections.
- Use as an assessment tool – Creating an ePortfolio and maintaining it cannot just be for fun. It must be reflected in the learner’s final grade.
What aspects of learning eportfolios can I use in my assessments of learners?
Assessing learners has always been a challenge for me. Assessment of ePortfolios will not be an exception. I know from experience, creating a Blog and PowToon example took a significant amount of my time. EPortfolios will require a significant investment of time and energy from my learner’s so they must be assessed carefully, consistently, and contribute to the learner’s final grade in the course.
I will try to find a balance to help learners appreciate the benefits by developing an ePortfolio that captures their work and personal reflections. I will research and locate a rubric. Consistent scaffolded feedback will be received from me and feedback from other learners will help the learner maintain motivation to work on their ePortfolio.
My learners will have presented evidence in their ePortfolios of achieving my course program outcomes through their artifacts, demonstrated transferable skills, and other assessment activities.
What value do I see in creating my own personal teaching ePortfolio?
I consider myself a lifelong learner and when I learn something new or do something for the first time, I find it easy to focus on the final product. I fight this urge by practicing the concept of ‘mindfulness’ whenever and wherever I can. By reflecting on the invisible stages (such as writing an essay) I can learn more, learn more deeply, learn more about how I learn, and learn how to do better next time. I will promote this concept to my learners.
In the short time I have spent researching ePortfolios, I find the process for reflecting and documenting what I have learned empowering and is contributing to my self-confidence as a novice online instructor. I can easily see how my learners will benefit from the same results.
I recently updated my resume and it was clear there was a practical application to having an ePortfolio. I will be able to review, revise, and reflect on the content and artifacts as often as necessary. As stated in Pelliccione (2008), I will use an ePortfolio to reflect on my on-going professional development. It will provide me with a more ‘holistic’ view of myself and enable a deeper understanding of my beliefs, skills, knowledge, and values. Most importantly, it will prepare me for a professional interview at the University/College where I plan on teaching.
My ePortfolio will be based on Cambridge (2010) where it will serve multiple aims simultaneously (e.g., learning, massessment, and career showcase).
What kind of artifacts would I include in my ePortfolio?
I will include a life history of my academic work.
I have not decided how I will design my ePortfolio but I will be including:
- Essays from my Provincial Instruction Diploma Program and the Online/eLearning Instruction Certificate.
- Essays from my Local Government Administration Program and Certificate in Local Government Service Delivery.
- Examples of my best work from my Teaching English as a Second Language Certification.
- Examples of instructing in the RCMP to regular members, auxiliary constables, volunteers, and staff.
- Examples of instructing in the City of Kelowna to Bylaw Enforcement and Compliance Officers for the City and Regional Districts.
- Examples of my best written work while in the RCMP.
- Recent written performance evaluations from the RCMP and City of Kelowna.
- The Bylaw Enforcement Level I and II Certificate Program I designed and instructed.
- Video of my instruction to a not for profit (BrainTrust Canada) on Professionalism and Ethics.
- Photographs showing personal experiences while in the RCMP and Bylaw Enforcement.
- Interests, hobbies, etc.
- Access to my Blog, Twitter, and Facebook accounts, and email address for communication purposes.
References
Basken, P. (2008). Electronic Portfolios May Answer Calls for More Accountability. The
Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/electronic-portfolios-may-answer-calls-for-more-accountability/
Cambridge, D. (2010). E-Portfolios for Lifelong Learning and Assessment. San Francisco:Jossey-Bass.
Centre for Teaching Excellence. (2020). ePortfolios Explained: Theory and Practice. Centre for Teaching Excellence, University of Waterloo. Retrieved from
Pelliccione l., Dixone, K. (2008) Portfolios: Beyond assessment to empowerment in thelearning landscape. Conference proceedings Ascilite 2008. Retrieved from http://www.ascilite.org/conferences/melbourne08/procs/pelliccione.pdf
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