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.
The web serves as an ideal home for electronic portfolios to be shared with all different kinds of audiences. The main purpose is to provide a platform where people are forced to communicate concisely. This communication is vital in a portfolio so that others are easily able to see the energy, passion, and focus of an individual. According to the 7 survival skills of the 21st century, this written communication is crucial to the modern day world. In the digital age where there is a wealth of knowledge at one’s fingertips, the e-portfolio is just one more way that we are able to spread information. The speed and ease in which e-portfolios can be viewed is just one more example of crowd accelerated innovation. Traditional portfolios used to be mostly written. Electronic portfolios are composed of writing, as well as pictures, audio and videos. Therefore, more than just words are being communicated. One is now able to see gestures, tone, and design. First, the e-portfolio helps a person find a crowd where they can share a common interest. Next, it provides light and visibility, focusing on what that individual is capable of helping to focus on an individuals capabilities. Finally the e-portfolio fuels passion and desire in those that are viewing it. According to Anderson, e-portfolios can then go viral and be passed on to be easily viewed by many on the web.
E-portfolios also help to foster a more independent and autonomous way of thinking, according to Strivens. This is in large part because people must focus on their collective work, think about how it will be portrayed, and what the work says about them as an individual. The individual is then in charge of their learning and the choice of where to demonstrate their proficiency.) People are also forced to reflect on what they have learned and how they plan to build and improve in the future. This helps people to become more critical thinkers and helps them to develop their writing and multimedia skills. Today, many students are using multimedia such as: Facebook, MySpace, Twitter, and texting. These are all informal settings where students must get their point across. The electronic portfolio on the other hand is a more formal setting where students must apply both their knowledge of how the web works and the message that they want to convey. In this sense, student’s use and comfort with the web at times can he a hindrance if they are not taught to use electronic portfolios in the correct fashion suggests Lane. Many universities and schools are currently working to make sure that students are gaining practice and experience with electronic portfolios so that they are able to use them to the best of their ability. For example, in places like Michigan, students can earn the MCOATT (Michigan Certificate of Outstanding Achievement in Teaching Technology) for submitting an electronic portfolio which demonstrates evidence of technology being used in the classroom. This consortium is an organization aimed to make Michigan one of the leaders in integrating technology into the training of young professionals.
An e-portfolio can be seen as a type of learning record that provides actual evidence of achievement. Learning records are closely related to the Learning Plan, an emerging tool that is being used to manage learning by individuals, teams, communities of interest, and organizations. To the extent that a Personal Learning Environment captures and displays a learning record, it also might be understood to be an electronic portfolio.
Students have been taught to create digital identities using presentation software or tools to create web pages. More recently the use of virtual learning environments (VLEs) in schools and universities has led to an increased activity in the creation of e-portfolios for a variety of reasons. Most of these e-portfolios, however, are retained within the VLE and are not easily accessed outside the VLE. This results in problems of exporting data and related interoperability issues. An alternative approach is to use a system externally hosted to any institution. This permits transition through the various stages of education and employments and even into retirement.
E-portfolios, like traditional portfolios, can facilitate students' reflection on their own learning, leading to more awareness of learning strategies and needs.[1] Results of a comparative research, by M. van Wesel and Prop, between paper based portfolios and electronic portfolios in the same setting, suggest use of an electronic portfolio leads to better learning outcomes.[2]
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There are three main types of e-portfolios, although they may be referred to using different terms:
A developmental e-portfolio is a record of things that the owner has done over a period of time, and may be directly tied to learner outcomes or rubrics. A reflective e-portfolio includes personal reflection on the content and what it means for the owner's development. A representational e-portfolio shows the owner's achievements in relation to particular work or developmental goals and is, therefore, selective. When it is used for job application it is sometimes called Career portfolio.
The three main types may be mixed to achieve different learning, personal, or work-related outcomes with the e-portfolio owner usually being the person who determines access levels.
Today, electronic portfolios are gaining popularity in:
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.
An Institutional ePortfolio is a multimedia Web site designed to help document and organize a college or university's story, goals, and standards. It can foster a depth and breadth of connections among other institutions as well as within the institution itself, its programs, and its constituents and can provide an efficient means to reinforce shared visions and commitments to its mission.
A major use of e-portfolios is for the assessment of National Vocational Qualifications [NVQ]. A number of providers enable candidates to build portfolios which can be accessed by nominated assessors and verifiers from any internet access point. The e-portfolio does not make the gaining of the internationally recognised qualification easier, but it does make the whole process much more cost-effective.
ePortfolios are supporting all components of good RPL practice through effective evidence capture and validation; by establishing linkages to existing forms of evidence, and by complimenting the conversational style of good RPL process through regular asynchronous dialogue.
In the context of the RPL assessment process, the ePortfolio is able to streamline evidence identification and validation, and enable assessors to effectively make judgments about the authenticity of evidence when it is verified through existing legitimised sources, such as Student Management Systems (SMS) or Learning Management Systems (LMS).
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Anderson, C. (2010) TED: Ideas Worth Spreading. <http://www.youtube.com/watch?v=X6Z o53M)IcY
COATT: Preparing Teachers for the Evolving Classroom. (2009) <http://www.coatt.net/
Lane, C. (2007). The Power of ‘e’: Using e- Portfolios to Build Online Presentation Skills. Innovate, 3(3), 5.
Lorenzo, G. & Ittleson, J. (2005). An Overview of E-portfolios, 3
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms. (3 ed., pp. 23, 151-153). Thousand Oaks, CA: Corwin.
Strivens, Janet. (2007). A survey of e-pdp and e-portfolio practice in UK Higher Education. 24.
Wagner, T. (2008). The Global Achievement Gap, 35.