This document discusses the use of ePortfolios in education. It provides background on Northwest ISD, which is located in North Texas and composed of diverse campuses. ePortfolios fulfill the growing need for alternative assessment and are focused on goals, excellence, and consistency. ePortfolios allow students to showcase creative works, provide opportunities for reflection and feedback, and demonstrate progress over time. Research suggests ePortfolios can advance students' reflective skills and motivate deeper learning. The document outlines how ePortfolios are implemented at different school levels and encourages educators to develop their own ePortfolios to communicate goals and showcase evidence of their vision.
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6. EPORTFOLIOS: BUILDING A DIGITAL BRAND
OUR STORY
▸ Northwest ISD is located in North Texas and is
composed of a myriad of backgrounds and campuses
with specialized organization
▸ ePortfolios fulfill a growing need for alternative
assessment methods
▸ Relevance, focused on goals, pockets of excellence and
consistency
9. EPORTFOLIOS: BUILDING A DIGITAL BRAND
EPORTFOLIOS, ISTE STANDARDS & THE 4 CS
▸ Creativity and innovation
▸ Communication and collaboration
▸ Research and information fluency
▸ Critical thinking
▸ Digital citizenship
▸ Technology operations
10. Meyer el al., 2010
ELECTRONIC PORTFOLIOS ALLOW STUDENTS TO
PERSONALIZE THEIR WORK THROUGH DYNAMIC
LINKS, PROVIDE OPPORTUNITIES FOR DIGITAL SELF-
REFLECTION AND PEER FEEDBACK, AND OFFER
ONGOING STORAGE, ORGANIZATION, AND PROGRESS
TRACKING.
EPORTFOLIOS: BUILDING A DIGITAL BRAND
12. EPORTFOLIOS: BUILDING A DIGITAL BRAND
RESEARCH
▸ An ePortfolio can be defined as “a digital container capable
of storing visual and auditory content including text, images,
video, and sound.”
13. EPORTFOLIOS: BUILDING A DIGITAL BRAND
RESEARCH
▸ An ePortfolio can be defined as “a digital container capable
of storing visual and auditory content including text, images,
video, and sound.”
▸ ePortfolio use is reported to have the potential in advancing
students’ reflective ability, a widely recognized attribute of
deep learning.
14. EPORTFOLIOS: BUILDING A DIGITAL BRAND
RESEARCH
▸ An ePortfolio can be defined as “a digital container capable
of storing visual and auditory content including text, images,
video, and sound.”
▸ ePortfolio use is reported to have the potential in advancing
students’ reflective ability, a widely recognized attribute of
deep learning.
▸ It is understood that ePortfolio practice exhibits characteristics
that overlap those linked to mastery goal orientation,
motivating students to excel and explore a task in depth.
18. EPORTFOLIOS: BUILDING A DIGITAL BRAND
OUTCOMES
▸ Students transition with their
ePortfolios already established
19. EPORTFOLIOS: BUILDING A DIGITAL BRAND
OUTCOMES
▸ Students transition with their
ePortfolios already established
▸ Teachers are facilitators, students
are the in the drivers seat
20. EPORTFOLIOS: BUILDING A DIGITAL BRAND
OUTCOMES
▸ Students transition with their
ePortfolios already established
▸ Teachers are facilitators, students
are the in the drivers seat
▸ Autonomy with a global
audience
21. EPORTFOLIOS: BUILDING A DIGITAL BRAND
OUTCOMES
▸ Students transition with their
ePortfolios already established
▸ Teachers are facilitators, students
are the in the drivers seat
▸ Autonomy with a global
audience
▸ Transparency raises the level and
quality of the work
22. EPORTFOLIOS: BUILDING A DIGITAL BRAND
OUTCOMES
▸ Students transition with their
ePortfolios already established
▸ Teachers are facilitators, students
are the in the drivers seat
▸ Autonomy with a global
audience
▸ Transparency raises the level and
quality of the work
▸ Opportunities to present and
share are ongoing
25. EPORTFOLIOS ARE NO
LONGER JUST A GOOD
IDEA OR THE NEXT
BEST THING; THEY
SHOULD BE AN
EXPECTATION AND ARE
A POWERFUL ELEMENT
OF COLLEGE AND
CAREER READINESS.
-ELYSE HARTMAN, Emerging EdTech
26. EPORTFOLIOS ARE NO
LONGER JUST A GOOD
IDEA OR THE NEXT
BEST THING; THEY
SHOULD BE AN
EXPECTATION AND ARE
A POWERFUL ELEMENT
OF COLLEGE AND
CAREER READINESS.
-ELYSE HARTMAN, Emerging EdTech
38. EPORTFOLIOS: BUILDING A DIGITAL BRAND
YOUR TURN
YOUR CHOICE:
PROFESSIONAL EPORTFOLIO
OR
CAMPUS/DEPARTMENT EPORTFOLIO
39. EPORTFOLIOS: BUILDING A DIGITAL BRAND
OBJECTIVES
▸ COMMUNICATE YOUR
PROFESSIONAL VISION
AND GOALS BY
DEVELOPING A
HOMEPAGE.
▸ IDENTIFY KEY ARTIFACTS
OR EVIDENCE THAT
SUPPORT OR SHOWCASE
YOUR VISION AND GOALS.
GoalSetting
Organization
and
Selectionof
Reflection
and
Feedback
47. IMPLEMENTATION
A plan for making ePortfolios a reality
in your learning environment
http://tinyurl.com/eportplancopy
48. THE MOST EFFECTIVE WAY TO MOVE
FORWARD IS TO HAVE AUTHENTIC
CONVERSATIONS. HOW DO YOU PLAN TO
MOVE FORWARD?
THANK YOU!
TEXTEPORTFOLIOS: BUILDING A DIGITAL BRAND
CLOSING
50. REFERENCES
Cheng, Gary & Chau, Juliana. (2012) A study of the effects of goal
orientation on the reflective ability of electronic portfolio users.
Barrett, H. (2007). Research electronic portfolios and learner engagement: The
REFLECT initiative. Journal of Adolescent & Adult Literacy, 50(6), 436-449.
Meece, J. L., Anderman, E. M., and Anderman, L. H. (2006). Classroom goal
structure, student motivation, and academic achievement. Annual Review of
Psychology, 57(1), 487-503.
Meyer, E., Wade, A., Pillay, V., Idan, E., & Abrami, P. (2010). Using electronic
portfolios to foster communication in K-12 classrooms. In Black, E. (Ed.), The
Dynamic Classroom: Engaging Students in Higher Education (125-134).
Madison, WI: Atwood Publishing.
Moon, J. A. (2004). Reflection in learning and professional development. New
York: Routledge.
