This document discusses e-portfolios for students and teachers. It defines an e-portfolio as an electronic collection of evidence that shows a learner's journey over time, including artifacts like writing samples, photos, videos and reflections. E-portfolios can serve different levels - as storage, a workspace for reflection, or a showcase. Their value is in documenting reflection and learning over time. E-portfolios can benefit teachers' continuing professional development and students' sense of ownership over their accomplishments. Questions are provided to discuss e-portfolios' impacts on learning and teaching.

1. e-Portfolio for students and
teachers

2. What is e-Portfolio?
• “An e-Portfolio is an electronic collection of
evidence that shows your learning journey
over time.
• Portfolio can relate to specific academic fields
or your lifelong learning.
• Evidence may include writing samples, photos,
videos, research project, observations by
mentors and peers, and/or reflective
thinking.” Dr. Barrett (2006)

3. Level 1 – e- Portfolio as Storage: A Focus on Contents & Digital Conversion
https://sites.google.com/site/eportfolioapps/overview/levels

4. Level 2 - ePortfolio as Workspace: Collection + Reflection (Immediate Reflection
on Learning & Artifacts in Collection)

5. Level 3 - ePortfolio as Showcase: Selection/Reflection/Direction (each semester?
End of year?)
A Focus on Product & Documentation of Achievement

6. Why use e-Portfolio?
• The real value of an e-portfolio is in the reflection
and learning that is documented within.
• To create a sense of personal ownership over
one’s accomplishments, because ownership
engenders feelings of pride, responsibility, and
dedication (p.10) – Paris & Ayres. (1994).
• The e-Portfolio is the central point of the student
experience. It is a reflection of the student as a
person undergoing continuous personal
development, not just as tore of evidence

7. Source: City University of Kong Kong

8. Why e-Portfolio for teachers
• e-Portfolio adoption in learning and teaching is likely to
increase if practitioners are themselves using reflective
e-portfolios for continuing professional development.
• Tutors are more likely to engage with and be
enthusiastic about e-portfolios (Stefani et al, 2007;
ePISTLE Guidelines 3: Transition) if protected time is
made available to them. Adoption of e-portfolios is
likely to develop at different rates across the institution
(Barrett 2004). Raising awareness of the potential of an
e-portfolio tool as well as pedagogic benefits are
factors in adoption.

9. Watch two videos
• CPD for teachers
• CPD for students
• Teacher portfolio example:
https://sites.google.com/site/deanfisherportfolio
/
• Student Portfolio example:
https://sites.google.com/a/brvgs.k12.va.us/senio
rresources/example-sites

10. Questions
• In a group of three or four, please answer the following
questions:
– Our Elementary students grade 2-5 have own e-portfolios.
Should students in SS continue with their e-portfolio?
– What impact does an e-portfolio have on student learning?
– As a professional educator, should you build your own e-
portfolio? Why?
– How could e-portfolios impact teachers?
– Should we use e-portfolios? Why?
Resource: www.jiscinfonet.ac.uk/infokits/e-portfolios/

11. Scaffolding
• e-Portfolios can provide scaffolding to
support lifelong learners in reflecting on
their current and completed learning,
achievements and experiences, and on
goals and opportunities, to guide learning
(informal and formal) and professional
development over time.

12. Resources
• https://sites.google.com/site/eportfolioapps/o
verview/examples
• http://www.jiscinfonet.ac.uk/infokits/e-
portfolios/drivers/lifelong-learning/
• http://www.jiscinfonet.ac.uk/infokits/e-
portfolios/
• https://sites.google.com/site/eportfoliogallery
/teaching-portfolio