Types of ePortfolios

Audience: Faculty, Guests, Staff, Students and Teaching Assistants

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This Information is Intended for: Faculty, Guests, Staff, Students, Teaching Assistants
Last Updated: March 22, 2017

Learning: This type of ePortfolio is both student and faculty directed. Students utilize their ePortfolio for a variety of reflective purposes. For instance, a student may wish to reflect on courses taken, projects, internships, activities, or programs. Regardless of whether this reflection is positive or negative, it encourages the student to think critically and utilize analytical skills to develop a thorough understanding of an experience. Evidence based reflection is the key component differentiating ePortfolio from other social media websites.

Assessment for Learning: This type of ePortfolio is primarily used for accreditation purposes and program evaluation. Data may be collected using measurable evidence based prompts that correlate with the learning objectives of a specific program or accreditation body. Students play a vital role in the assessment process. A major advantage of ePortfolio assessment is that it allows teachers and students to share the responsibility of setting goals and evaluating progress while also enabling measurement of multiple dimensions of student progress by including a wide variety of data (Venn, 2000, p. 538).

Showcase: A showcase ePortfolio is a student owned ePortfolio with a collection of artifacts designed to display the best of that individual student. 

Course: An ePortfolio may be specifically designed for a particular course. For instance, students in course may create an ePortfolio with a template that has designated sections for them to post their homework assignments, projects, research papers, or reflective observations about the course. This allows faculty members to easily view their students' work while encouraging students to reflect on their experience. 

Program

Career and Internship: The Career and Internship ePortfolio is a representational ePortfolio that shows the owner’s achievements as they apply to a particular task. Students may choose to display certain information to prospective employers such as reflective observations on recent leadership and work experiences or developmental goals.

ePortfolios used in the workplace are often identified as having “more presentation than process” (Chagoya). ePortfolios for the workplace were identified as having strong applications in the following areas:

  • Any field requiring demonstration of competency for employment application.
  • Visual demonstrations of competency. For example, welding, cosmetology, carpentry and other competencies that can be visually demonstrated.
  • Professional education: teachers, nurses, doctors, allied health workers and scientists, for example
  • Technology: Web design, multimedia development, game developers, architects and other professions that require demonstration of technical skill.
  • Performance/Art: artists, dancers, musicians and other performers whose skills are demonstrated well by video and audio display.
  • Composition/Writers: those in the fields of advertising, journalism and public relations, for example.
  • Professional development.
  • Demonstration of 21st century digital literacy and computer skills. (Chagoya)

Teaching: Teaching ePortfolios are commonly used among faculty members and teaching assistants. This type of ePortfolio is a powerful tool in showcasing one’s motivations and goals in teaching and learning (“ePortfolio Gallery”). Not only does the teaching ePortfolio enhance the student-faculty relationship, it also benefits faculty members by allowing them to share teaching philosophies, career goals, and areas of interest.

Personal: The personal ePortfolio allows the owner to reflect upon his or her job or internship experiences, courses taken, or campus involvement. Individuals may choose to share private writing samples, video and audio displays, or even photography.

 

Sources:

https://sites.google.com/site/eportfoliogallery/teaching-portfolio

http://ccctechedge.org/index.php?option=com_content&view=article&id=155&Itemid=24

Venn, J. J. (2000). Assessing students with special needs (2nd ed.). Upper Saddle River, NJ: Merrill.

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