Summary - Extending the Portfolio Model (Greenberg)

portfolios are a means to stimulating discussion, interaction with peers, instructors, experts

digital portfolios present new opportunities made possible by..

• no physical limitations (i.e. physical storage)
  
• digital convergence (where more and more information is conveyed via digital means - cheap, high quality, easy to exchange over great distances ) (digital convergence)
  
• increasing affordability (producing digital artifacts becoming less expensive)
• increasing ease of use (producing / manipulating digital artifacts becoming easier to realize)

thus increasing opportunities for use of eportfolios

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what is an eportfolio?
- not just a folio of digital examples of work but a network application

• allows managing info
• allows organizing info
• allows control over access & communications

the form on an eportfolio?
shaped by when the objects are created AND when the objects are organized

• showcase - after objects are created
• structured - pre defined organization for objects to be created
• learning - organization of objects evolves as objects are created
  

(thus it need not be an iterative process .. definitely more a characteristic of a "learning" eportfolio but not of a showcase eportfolio)

students vs teachers - the same or different in their use of eportfolios?
- Ss require much more guidance, structure and scaffolding to realize effective use of eportfolios
- for adults, the choice in structuring communicates as much as the objects selected (theory of eport)

types of eportfolios

structured eportfolios
meeting a requirement / demonstrating a skill in objects selected for an eport is NOT the SAME as taking a course / completing a quiz .. = new approaches to assessment

• discuss with peers
• get feedback from advisors
• use an online journal to reflect on their progress

Zayed Univ's use of ZULOs - objectives w/ descriptors of what an object should demonstrate communications about objects

• finally submit their report for final review and showcase their accomplishments
• guided mentoring used here to guide and support students through a sequence of experiences to help develop skills students need to demo required competencies.

learning eportfolios

• student creates objects, defines objects ... makes new connections between objects
• eports support communication between peers, teachers, mentors or coaches - ongoing
• documenting these discussions is critical to the learning process..as is the evolution of the work itself
• typically making connections between objects is difficult .. stepping back to see the history of discussions is impossible.. but eportfolios (and web 2.0) applications facilitate this
• encourage ongoing reflection that can help the student better understand the learning processes
• use reflection to document their changing understanding
• because eports can extend beyond the time frame of studies .. most challenging to develop or maintain

opportunity - authentic assessment

• eports may offer better ways to demonstrate skills & competencies
• eports can expose the learning process

opportunity - life long learning

• ongoing eport participation may maintain connections with peers and mentors throughout their prof. careers