and look at the picture below.
Discuss in your group these questions:
agree with this definition of portfolio processes?
If not, why?
Have any processes been missed out?
processes been included that you think should not be part
of the e-portfolio development process?
How do these processes
compare with those normally followed by your learners who
do not use ePortfolios?
Find consensus and post your conclusion
in your e-portfolio (e.g. as a reflective
entry or a blog entry).
Construction of an e-portfolio
A useful list of the issues and decisions
which need to be made about why to construct a portfolio, how to go
about it, what to include,
and what happens after it is completed is the following (Source:
Zeichner, K., and Wray, S., (2001). The teaching portfolio in US
teacher education programs: what we know and what we need to know.
Teaching and Teacher Education, 17 (2001), 613-621.)
- What is the purpose
of the portfolio: for learning, for assessment, for professional
development, or for employment reasons?
- Who decides what should be included
in a portfolio: the student compiling the portfolio, or the people
for whom it is being created? How prescriptive
guidelines for creating a portfolio be?
- How should the pieces of evidence in
the portfolio be organised: around themes chosen by the student,
around programme goals, or around achievement standards?
- What kinds
of artefacts are acceptable as pieces of evidence? What should, and
should not, be included in the portfolio?
- What kind of input should
tutors, lecturers and peers have throughout the process of constructing
the portfolio? Should there be a lot
- How frequently should students be expecting feedback on their progress?
should the portfolio be assessed: through very specific evaluation
criteria and grading rubrics, or a more general pass-fail system?
should happen to the portfolio after it is finished: should there
be some kind of public acknowledgement or presentation of
- The above videos give good insights into different e-portfolio
perspectives and purposes. Try to find out and name the different
understandings, definitions, purposes and focuses of the
presented ePortfolio approaches!
- After this, create a list
of ideas on how to use e-portfolio in your personal practice
the list as a blog entry in your portfolio
Enablers and barriers of e-portfolio
Watching the videos and reading this introduction to the portfolio
method, one can easily imagine, that it does not fit to a traditional
teacher centred model of learning: The learner is in the focus
of the method and
he/she is viewed as an active, self directed and self responsible
learner. Teachers also get new roles as tutors and coaches, supporting
and reflection of learning processes. The portfolio method has
direct and indirect influence in the learning culture.
There are severals enablers and barriers for the portfolio method,
- concerning to the possibilities of learning standards and curricula,
affordances and rules,
- knowledge and competencies of the teachers
- the ICT equippment and knowledge of teachers
- the existing learning culture, or
- support in the faculty and school.
- What might be enablers and barriers to e-portfolio
implementation* in your situation at school?
- Think about enablers
yourself, discuss it in small groups and document them
as a blog-entry
- Go to the internet, research on possible barries
and enablers and post them as a link or as a blog entry
* e-portfolio implementation: Integration of ePortfolio on institution,
organisation or educational system level.
MOSEP Project - http://wiki.mosep.org/Mosep/
The project is managed by the Salzburg
Research Forschungsgesellschaft , if you have any questions or contributions,
please contact the project co-ordinator Wolf