Unlocking the Power of ePortfolios in Higher Education
ePortfolios in higher education are a blend of past practices and new technologies, fostering metacognition and reflective learning. They serve as both a product and a process, facilitating student engagement and learning connections. Students who create ePortfolios shift from being passive learners to active participants in their education, showcasing their achievements and reflections. ePortfolios can be utilized as class assignments, signature assessments, program-level tools, and for documenting course projects, enhancing student learning experiences.
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ARC MAY22 EPORTFOLIO PANEL HOUR WHAT, WHY, HOW Elaine Bernstorf (Music & Honors) Kara McCluskey (Engineering Technology) Chelsea Redger-Marquardt (Applied Studies & Honors) Moderator: Kimberly Engber
WHAT IS AN EPORTFOLIO? a convergence of several ideas and practices that have developed within higher education over the past few decades direct descendants of reflective print portfolios, which have had a long history in college- level writing programs and teacher education programs and had already begun attracting interest from other disciplines by the late 1980s and early 1990s (Batson 2002; Yancey 2001) [like print portfolios] meant to cultivate habits of metacognition, reflective practice, and self-critique among students and, in some cases, to demonstrate student achievement of defined learning outcomes Kahn, Susan. 2014. E-Portfolios: A Look at Where We ve Been, Where We Are Now, and Where We re (Possibly) Going. Peer Review. 16(1): 4 7.
A PRODUCT & A PROCESS ePortfolios are both a product an archive of learning artifacts and a process that supports student learning: Building an ePortfolio leads students to naturally make valuable connections between various courses, assignments, and cocurricular activities through reflection of their past work. AAC&U ePortfolio Resources https://www.aacu.org/trending-topics/eportfolios
A HIGH-IMPACT PRACTICE Learners with agency When students build their e-portfolios, they also enact a shift from being a consumer to being a producer of their own education. They become learners with agency. When we ask students to represent and reflect on their learning both within and across courses, we go beyond simply requiring another assignment. Instead, we are pushing students to demonstrate their education in ways they haven t been traditionally asked to. Hubert, D. Jason Pickavance and Amanda Hyberger. 2015. Reflective e-portfolios: one HIP to rule them all? Peer Review. 17(4): 15-18.
HOW CAN YOU USE AN EPORTFOLIO? A class assignment Signature Assignment A program-level assessment tool Folio Thinking Documenting a major course project (like the final project) or reflecting on the overall course learning experience by assembling artifacts and responses Folio Thinking is a reflective practice that situates and guides the effective use of learning portfolios, defined as a purposeful collection of artifacts that characterize the learning experiences of the portfolio owner. Developed at Stanford as part of the Learning Careers Project.
BEGINNING WITH EPORTFOLIOS Don t be afraid to start small Involve students in the process
RESOURCES - GENERAL General General o AAC&U Resources o International Journal of ePortfolio o The Journal of Interactive Technology & Pedagogy o PebblePad ePortfolio system Overview & Webinars History History o The Evolution of the Portfolio in Higher Education o Video: Batson Lecture "Getting Better All the Time: An ePortfolio Moves from the Margin Toward the Center" by Susan Kahn (IUPUI) at the AAEEBL Annual Meeting 2017 in Portland, Oregon, U.S.A., on 27 July 2017. Other University ePortfolio Galleries & Resources Other University ePortfolio Galleries & Resources o Auburn University o Laguardia Community College o University of Virginia o Montclair State University creating an ePortfolio using Google sites
RESOURCES - APPLIED Folio Thinking Folio Thinking o Stanford University Folio Thinking Initiative o Online Network of Educators Webinar ePortfolios & Folio Thinking High High- -Impact Practices Impact Practices o Video: George Kuh, Director of the National Institute on Learning Outcomes & Assessment High-Impact Practices That Merit Further Research Signature Assignments Signature Assignments o AAC&U Signature Assignment Tool o CourseNetworking ePortfolio system (IUPUI) o Course Reflection Template
