http://buckinsand.blogspot.com/2008/10/activity-21-applications-of-eportfolios_02.html
Key readings chosen Batson, T. (2002)
The electronic portfolio boom ..
Batson, T. (2008) ePortfolios: Hot Once Again (not listed) Jafari, A. (2004)
The sticky eportfolio system Steffani, L. (2005)
PDP/CPD and eportfolios: rising to the challenge Vuorikari, R. (2006)
National policies and case studies Discussion points from Molley 2, Janet (26, Sep, 2008) re(6): eportfolios and community education) - discussion board
Cheer, Peter C (25, Sep, 2008) Re(4): eportfolios and community education
Nkuyubwatsi, Bernard (27, Sep, 2008) - Re(5): eportfolios and community education,
General topics that emerged from all of the readings
1) advantages of eportfolios are many and the notion is not likely to disappear
2) yet there are significant challenges that need to be addressed if the benefits ascribed to using eportfolios are to be realized
There is consensus amongst the writers that eportfolios are not a passing fancy. Batson argues that they are here to stay because they naturally capitalize on the growing number of students with IT competencies (Batson, 2002) and their growing ability to produce digital work. Jafari (2004) outlines how its benefits are extended to other stakeholders besides students and in ways that were not thought of as possible before. Examples include facilitating career development (soft skill and aptitude review), accreditation (program review) and tenure. A key point is that eportfolios are likely to stay, not because of their technological advantages but because of their pedagogical advantages (Martin).
Eportfolios provide many new opportunities. Batson notes for students, the ability to visualize their learning development or to provide evidence of their actual work to support a transcript. This reflective process and the skills associated with it personalize learning for students, promote a culture of lifelong learning and according to both Vuorikari and Steffani, come to be enthusiastically supported by students "once they understand reflective learning".
Teachers note how eportfolios promote deeper learning from their students. Students can demonstrate their understanding of theory not just with individual assignments but with their practice over time. Such a combination invites new forms of "real assessment" (Vuorikari) based upon reflection on and discussion of what has been learned. Students can share their findings with fellow students to test and construct meaning. Students can also review where they are in a selected learning program and plan accordingly (Janet Molley) thus inviting more personalization of learning programs. As Batson notes (2008) the eportfolio in effect becomes a virtual "learning environment" available almost anytime and anywhere by the increasingly ubiquitous nature of the internet.
However, all four readings also noted the challenges that need to be overcome if these opportunities are to be fully realized. Vuorikari notes the need for eportfolios to be used in a meaningful and purposeful way when made part of the learning process (Vuorikari p. 13). Benefits need to be clearly modeled to students to promote their buyin (Jafari) and to promote their use of reflective practices (Stefani). Standardization of design may also be needed to improve ease of use and interoperability (Jafari) but it needs to be done in balance with promoting flexibility otherwise it risks undermine the reflective aspect (Vuorikari) . Training to realize these benefits also extends beyond just students and faculty. Vuorikari notes how parents too need to be trained to understand how to support eportfolio practice. Stefani's stresses the need for evidence of "action" (after reflection) that supports one's claim to pdp or cpd. In other words, she argues assessment of an eportfolio becomes an important requisite in either case. However teachers have identified that assessment often risked becoming more summative and thus marginalized formative assessment and the skills associated with promoting lifelong learning (Jafari). As
Bernard poignantly noted, this same desire to support life long learning through the use of eportfolios requires that the process become habit forming for students. Thus the design, implementation and integration of eportfolios can not be deemed to be a simple task.
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