Electronic Portfolio: Enhancing Blended Learning Experiences in a Community of Language Learners - Virtual presentation by Rita Zuba Prokopetz - Instructor, Red River College / EdD Candidate, Athabasca University (Canada) -Presentation prepared for the World Conference on Blended Learning (WCBL) 2019 - International Association of Blended Learning (IABL) - Zayeb University, Dubai, UAE - April 25-27, 2019.

1. Electronic Portfolio: Enhancing Blended Learning
Experiences in a Community of Language Learners
Rita Zuba Prokopetz - rprokopetz@rrc.ca / rprokopetz1@athabasca.edu
Red River College-ESL Instructor - Winnipeg, Manitoba – Canada
Athabasca University-EdD Candidate - Athabasca, Alberta – Canada
IABL
International Association of Blended Learning
WCBL 19
World Conference on Blended Learning 2019
Zayed University, Dubai, UAE - April 25-27, 2019
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2. 2
Electronic Portfolio: Definition
A technology-enabled learning site where
students reflect and document their journey
and learning growth over time. It is a reflective,
curated repository, which is then mediated
through interaction with instructors and peers.
Source: Zuba Prokopetz, R. (2019) – unpublished dissertation [work-in-progress]

3. 3
Electronic Portfolio: Background
Awareness of what I was learning
Transformation of thought processes
Deeper level of reflection
I began to “understand the open connections,
open conversations, open content, and open
learning that come as part of a community of
learners” (Richardson, 2010, p. ix).
Source: http://rita4webtools.weebly.com/

4. 4
Electronic Portfolio: Enhancing Language Learning
My first group of students welcomed the LiveBinders -
they inserted audio files, submitted their tasks, and
posted reflective thoughts about their learning to date.
Blended learning eportfolio experiences helped students
o demonstrate computer literacy
o apply time-management strategies
o engage in peer-feedback interaction
o become autonomous learners
o achieve some of the language competencies
o reflect on their learning to dateVirtual shelf with 20 LiveBinders and additional binders with resources

5. 5
Electronic Portfolio: Enhancing Blended Learning
IABL Definition of Blended Learning:
o Educational approach
o Integration of f2f w/mobile & online methods
o Well planned
o Well structured
o Teacher-facilitated interactive learning
Source: http://iabl.teiemt.gr/about-us/
Screenshot of a page of the eportfolio of
an ESL student [permission to use]

6. 6
Electronic Portfolio: A Learning Community
o Constructing knowledge
o Aligning competencies
o Anticipating feedback
o Interpreting comments
o Deciding what to change
o Challenging self
o Providing information
o Reflecting on learning to date

7. 7
The Electronic Portfolio Movement
1990s
Paper-based
2000s
Rise in users
of eportfolio
2010s
Steady growth
worldwide

8. 8
Electronic Portfolio : Theoretical Underpinnings
Ecological Constructivism
Bloom’s Taxonomy of the Affective Domain
Characteristics Ecological Constructivism Electronic Portfolio
Affordances Environment properties
Constant changes
Learning site
Reflection
Learners Perceive, construe
Act purposefully
Group and individual
experiences
Learning Emergent
Afforded by experiences
Learner-learner
Learner-instructor
Knowing Co-created
Enabled by interaction
Collaboration
Knowledge co-creation
Environment Inter-linked contexts
Open system - ecosystem
Research site
New ecology
Note: Adapted from Hoven and Palalas (2011, p. 706).
5.0 Characterization by a
value or value complex
5.1 Generalized set
5.2 Characterization
4.0 Organization
4.1 Conceptualization of a value
4.2 Organization of a value system
3.0 Valuing
3.1 Acceptance of a value
3.2 Preference for a value
3.3 Commitment 2.0 Responding
2.1 Acquiescence in responding
2.2 Willingness to respond
2.3 Satisfaction in response
1.0 Receiving (attending)
1.1 Awareness
1.2 Willingness to receive
1.3 Controlled or selected attention
Affective Domain of the Taxonomy of Educational Objectives.
Adapted from Krathwohl, Bloom, and Masia (1964, pp. 176-185).

9. 9
INFO
SESSION
DAY 1
WEEK 2WEEK 3
WEEK 4
Electronic Portfolio: Implementation
o Comprehend instructions
o Comprehend information
o Review concepts
o Explain competencies
o Interact with peers
o Make recommendations
o Provide information
o Reflect on learning to date
Presentations Legacy
Adapted from: https://www.canada.ca/content/dam/ircc/migration/ircc/english/pdf/pub/language-benchmarks.pdf

10. 10
Electronic Portfolio: Application
campus online campus online campus online
o Identify competencies
o Select learning tasks
o Review concepts
o Explain alignment
o Prepare artefacts
o Categorize information
o Illustrate concepts
o Write reflective passages
o Summarize information
o Tell information to a peer
o Assess product
o Compare with peers
o Explain changes (if any)
o Evaluate final product
o Articulate process
o Reflect on learning to date

11. References
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Batson Blog (2015, February 2). Study shows steady growth in eportfolio use: What does that mean? Retrieved from
https://drive.google.com/file/d/1ZVXXO2bmCoHXcM1ZYV20ejxiOw8kjJdC/view
Bloom, B. S., Englehart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I:
Cognitive domain. White Plains, NY: Longman.
Cambridge, D. (2010). Eportfolios for lifelong learning and assessment. San Francisco, CA: Jossey-Bass.
Eynon, B., & Gambino, L. M. (2017). High-impact eportfolio practice: A catalyst for student, faculty, and institutional learning. Sterling, VA: Stylus.
Hoven, D., & Palalas, A. (2016). Ecological Constructivism as a new learning theory for MALL: An open system of beliefs, observations and informed explanations. In A.
Palalas & M. Ally (Eds.) The international handbook of mobile-assisted language learning (pp. 113-137). China Central Radio & TV University Press Co., Ltd.
Hoven, D., & Palalas, A. (2011). (Re)conceptualizing design approaches for mobile language learning. CALICO Journal, 28(3), 699-720.
Krathwohl, D.R., Bloom, B. S., & Masia, B.B. (1964). Taxonomy of educational objectives: The classification of educational goals, Handbook II: Affective domain. London,
UK: Longman Group.
Ravet, S. (2005). ePortfolio for a learning society. Champlost, FR: EIfEL. Retrieved from http://www.eife-
l.org/activities/projects/epicc/final_report/WP7/EPICC7_7_Paper%20Brussells%20S%20Ravet.pdf Elearningconference.org/key_speaker/ravet.htm
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms.
Thousand Oaks, CA: Sage.
Zuba Prokopetz, R. (2018). Electronic portfolios: Enhancing language learning. The AAEEBL ePortfolio Review, 2(3), 51-54. Retrieved from
https://aaeeblorg.files.wordpress.com/2018/11/aepr-v2n3.pdf
Note: images courtesy of clipart-library.com, classroomclippart.com, pngtree.com

12. Electronic Portfolio: Enhancing Blended Learning
Experiences in a Community of Language Learners
Rita Zuba Prokopetz - rprokopetz@rrc.ca / rprokopetz1@athabasca.edu
Red River College-ESL Instructor - Winnipeg, Manitoba – Canada
Athabasca University-EdD Candidate - Athabasca, Alberta – Canada
IABL
International Association of Blended Learning
WCBL 19
World Conference on Blended Learning 2019
Zayed University, Dubai, UAE - April 25-27, 2019
12
Thank you!