mPortfolios

Using Mobile Devices to Develop ePortfolios
Helen C. Barrett, Ph.D.

More detail: https://sites.google.com/site/mportfolios/
mPortfolios: Supporting reflection in ePortfolios with iOS mobile devices (2012 ISTE poster session)
Supporting reflection in ePortfolios with Android mobile devices
Is the Future of E-Portfolio Development in your Pocket? (MacLearning 2011)

model

PDF Version of this image

Process (numbers on diagram)
Steps for using Mobile Devices throughout the Portfolio Development Process

  1. Purpose. Decide on the purpose for the portfolio. What are you trying to show with this portfolio? Are there outcomes, goals, or standards that are being demonstrated with this portfolio? In this example, steps 2-4 represent an interative process, using a blog to provide formative feedback on student work on a regular basis.
  2. Collection/Classification. What artifacts will you include in your portfolio? How will you classify these entries?
  3. Reflection. Reflection is the heart and soul of a portfolio. Reflection provides the rationale for why these artifacts represent achievement of a particular outcome, goal or standard. Blog entries provide an opportunity for reflection "in the present tense" or "reflection in action."
    • Teachers: Provide students with resources to support their reflection activities. For each learning activity or artifact, what should be the focus of the students' reflections? (See Dr. Barrett's Google Site on Reflection for Learning)
    • Students: Write a blog entry (using Journal set up using GoogleSites Announcements page type--Step #1 above) with a reflection on each learning activity or artifact (what is the context in which this artifact was developed? What did you learn?).
    • Students: Add your own classification using Tags
    • Students: Add appropriate artifacts (through hyperlinks) or as an attachment to the journal entry.

      Privacy Features: Students can limit who can read the Google Site through the More Actions ->Share this Site menu item.

  4. Connection/Interaction/Dialogue/Feedback. This stage provides an opportunity for interaction and feedback on the work posted in the portfolio. This is where the power of Web 2.0 interactive tools becomes apparent.
    • Teachers and Peers:  Use the feedback features of Google Sites or GoogleDocs, such as comments, to provide feedback on the work posted in the ePortfolio/blog entries. Guidelines should be provided to support more effective feedback.
    • Teachers often provide exemplars for different levels of achievement, and provide a rubric for evaluation.
    • Students should be given the option of updating the work, based on the feedback and the rubric.

      REPEAT steps 3-4 for each learning activity or artifact, including updating goals.

  5. Summative Reflection/Selection/Evaluation. At the end of a course (or program), students would write a reflection that looks back over the course (or program) and provides a meta-analysis of the learning experience as represented in the reflections stored in the blog/journal entries.
    • Students: Review the blog/journal entries for that category, and write a last "retrospective reflection" about the learning represented in the artifacts, selecting one or two examples that best represent achievement. This self-assessment should be the first part of a page set up in Google Sites.
    • Students:  Prepare a GoogleSites Page for each Outcome, Goal or Standard, and link to the selected "best" blog entries, writing a reflection on each page (by outcome/goal/standard) which should also have the artifact attached or linked.
    • Teacher: Provide feedback and/or evaluation of the selection of work and rationale, using a rubric.

  6. Presentation/Publishing. The portfolio developer decides what parts of the portfolio are to be made public.
    • Student: Create a set of pages that highlight the best components of the portfolio, linking to specific entries in the blog. Add the evidence (through hyperlinks to blog entries or artifacts) to the appropriate sub-pages in the portfolio.
    • Students: Create an Introduction page, which should contain an overview of the portfolio. It serves as a “letter to the reader” and provides an explanation of the overall goals of the portfolio. Provide links to other pages developed in the portfolio. Advertise this Introduction page as the initial access point in your portfolio.
    • Students: Create a page with Future Learning Goals (reflection in the future tense).
    • Teacher: When used for summative assessment, submit final evaluation of portfolio (assessed using a quantitative analytic rubric or a holistic rubric).


cc©2009-2012, Helen C. Barrett, Ph.D. updated May 8, 2013
Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution 3.0 License