Eportfolio

11.26 http://www.wix.com/flash-templates/close-up http://chronicle.com/article/Should-Graduate-Students/129813/ http://chronicle.com/article/5-Big-Secrets-Your-Staff/129814/ - staff member

David Brooks is an A.B.D. doctoral student in history at the University of Montana. If you would like to contribute a First Person essay to the series on graduate-school work and life, please e-mail your ideas and essays to denise.magner@chronicle.com.

08.15.11 http://www.theijep.com/pdf/IJEP34.pdf - situated learning theory

09.09.10

http://sunhong.wikispaces.com/file/view/designing_eportfolio_web2.0.pdf

http://www.eife-l.org/publications/eportfolio/documentation/positionpaper

So, if the World Wide Web allows everything to be connected to everything, the immediate question that comes to mind is: what are the limits of my ePortfolio? Are MySpace and SecondLife - two of the spaces where I create meaningful artefacts and develop social relations - part of it? Or could I decide to have my ePortfolio Island on SecondLife to create, store and share my ePortfolio? Would that mean that my ePortfolio is part of SecondLife? //Which contains the other?// It is clear that this question could not have been asked about //paper portfolios// or even //online paperless portfolios//. The nature of the new media transforms the nature of the ePortfolio and its dialectic. Another important aspect of the evolution of the reflection on ePortfolio is its relation to //digital identity//: //is the// //ePortfolio an expression of my identity through digital media, or is the ePortfolio itself a means of controlling// //my digital identity?// This is a serious question which requires thought, as it will have consequences for the kind of ePortfolio technology we will expect to support current and innovative practice as well as on the technical standards that will make the technology interoperable.

While, until now, ePortfolio organisers owned by the individual and ePortfolio Management Systems owned by the organisation, were indistinct entities, in the near future, each of those components will affirm its autonomy, with ePMS evolving towards Organisational ePortfolios Systems. This tendency is already at work with publishers of ePortfolios systems like Nuventive which, in conjunction with an ePMS (iWebFolio) is providing TracDat, a quality management system, which is in fact an organisational ePortfolio. In the UK, the Centre for British Teachers (CfBT) also has an ePortfolio for the continuing professional development of teachers, as well as Stratis, a tool similar to Tracdat, i.e. an organisational ePortfolio for managing quality assurance. It is the ability of ePortfolio suppliers to adapt their provision to the unique needs and business processes of their organisational clients that will make the difference. And this is a very different business from providing ePortfolio organiser services. On the ePortfolio organiser front, (p. 8)

http://campustechnology.com/articles/2010/04/07/eportfolios-finally.aspx

http://www.youtube.com/watch?v=CpXsEEdDUUQ&feature=player_embedded - This video clips shows an interesting narrative of a student's journey on why she decides to create an ePortfolio.

http://www.eportfolio-source.org/ - The author of the article creates the above web site for a starting point of ePortfolio resources.

==**Wed, Apr 14, 2010** Trent Batson RI== Hi, Ray, good to hear from you again. Your questions are all very pertinent: Portability? do higher ed faculty (we call them "faculty in the US, not "staff) look at H. S. portfolios? And what about life-long portfolios for all? These were your three questions, I believe Portability: in the US, ePortfolio systems are sold to institutions who then act as the agent for the provider. A convenient business model for ePortfolio companies, but ultimately not compatible with the goal of life-long access to an ePortfolio system. Minnesota, Pennsylvania and California are all at some point along the continuum of providing ePortfolio system access to all citizens. In other parts of the world, the government may do so. Yet, we are far from the goal of providing ePortfolio system access to all people. Portability, I believe, is a chimera, except in limited ways. The work itself can be moved, but probably not data associated with the work, such as reflections and comments, multiple iterations of the same work, and how the work fared in the accountability system. The entire business model for providing ePortfolio systems must evolve to get close to the nirvana you describe. I hope we will be able to reach that goal not far into the future.

==**Wed, Apr 14, 2010** Ray Tolley Gateshead, UK== Trent, Thanks for an excellent article as usual. However, unless I've missed it, you do not appear to have addressed the issue of portability or transition. Without true portability surely the institution-based e-Portfolio is a misnomer? Do your Higher Ed staff take the trouble to look at the e-Portfolios from High School students? Can graduates take their e-Portfolios with them throughout life? Are the e-Portfolios mentioned capable of being used by those who might not reach the top echelons of academia? What of the Less-able or the elderly. I hope that Higher Ed staff and students do not develop an e-Portfolio culture that is so sophisticated that mere mortals could not use them.