1. E-PORTFOLIOS AND THE
CULTURE OF LIFELONG
LEARNING
Dr. Stella Porto
Master of Distance Education & E-Learning
Graduate School of Management & Technology
University of Maryland University College
Christine Walti
Anne Arundel Community College, CEWD eLearning

2. Focus
This presentation discusses
the advantages and
challenges faced by online
programs in the adoption of
ePortfolio activities to
promote an enduring culture
of lifelong learning among
students and graduates.

3. Agenda
• Introduction
 ePortfolios defined
 Background & context
• ePortfolio activity in the MDE
 Goals & process
 Challenges
 Support
 Examples
 Future
• Final remarks

4. ePortfolios defined
Journal
Photos Videos
Documents
Blog Projects

5. ePortfolio defined
• Electronic version of portfolios
 Collection of artifacts in different digital media;
• Serves the purpose of
 Assessment of competencies, skills and knowledge;
 Showcase and evidence abilities and achievements in specific
areas; and
 Promote reflection of one's development and learning.

6. Introduction: the MDE

7. Introduction: Context
The program
The MDE focus on developing managers
and leaders in the areas of e-learning &
distance education within different Corporate
Training &
settings, including: K-12, higher-
Our mission is our
education, corporate, non-profits, Faculty
Learning
Media &
government and military.
means and our means Support technology
Potential managers of the DE mission
is our Distance
• Education
enterprise
Instruction
• Entirely online for part-time Higher
Design &
Education
working adults Support
• International Leaders &
Managers
• Collaborative

8. ePortfolios in the MDE:
Goals & process
Development Process
 Students' journeys and Gather
growth in the DE field
 The MDE ePortfolio will: Select
• Portray students’ qualifications
• Demonstrate students’
knowledge and skills in a Reflect
variety of DE contexts.
Evidence

9. ePortfolios in the MDE:
Challenges
• Institutional involvement can have unintended
consequences.
 Faculty and administrators might define too tight a
framework
 Ownership
 “Conundrum between student ownership, interoperability and the
continuous use of ePortfolios beyond the program.”
 Web 2.0 tools
 web users are now at the helm when it comes to generating, storing
and sharing content.

10. ePortfolios in the MDE:
Challenges
Institutional control

11. ePortfolios in the MDE:
Challenges
Personal control

12. ePortfolios in the MDE:
Challenges
• Continuous activity vs. • ePortfolios must be
activity allotted in the end promoted in a
of the program programmatic way
 Students overwhelmed and  Help students understand
underprepared the nature of the activity
 Need for constant attention  Students need to be
and work from the learners proactive and disciplined
throughout the program.  Need for institutional
 Focus is on current courses support

13. ePortfolios in the MDE:
Support
• Action research initiative undertaken within the
program (A series of consecutive, iterative steps to
identify and enhance support to students)
 The use of Web 2.0 tools has been ingrained in this process
 Web-based tutorials;
 Creating and maintaining a learning journal in at least one
course in the program;
 A one-week online orientation; and
 An ePortfolio wiki that is always available

14. ePortfolios in the MDE:
Support
• Promoting the use of
learning journals
• MDE student lounge
• Continuous support:
answering students questions
• No prescribed or suggested
activities
• Creation of the
ePortfolio tutorial

15. ePortfolios in the MDE:
Support - Rubric

16. ePortfolios in the MDE:
Support - Wiki
mdecapstone.pbworks.com

17. ePortfolios in the MDE:
Support - Orientation

18. ePortfolios: Examples
sporto.wordpress.com
www.epsilen.com/sporto

19. ePortfolios: Examples
www.netvibes.com/stellaporto
umuc.academia.edu/StellaPorto

20. ePortfolios in the MDE:
Future
• Protecting ownership and authenticity
 Copyright policies for all the posted work
• Vertical study following up with students and how they
continue to use their ePortfolios
• How to make it useful after the program?
• Outcomes assessment ties into the program
• Commentary/feedback from selected faculty/experts
• Enhance reflective aspects
• Institutional support viable?

21. Learning lessons…
 The need for continuous
support at the program
level
 Enhancing the inter-
relationship within the
curriculum

22. Learning lessons…
 Social media can provide
enormous support
 Making ePortfolios
important for professional
development and career
planning

23. Thank you!
Questions?
Presentation is available @ slideshare.net
Contact: sporto@umuc.edu