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E-Portfolios - Guides

Page history last edited by Robert Hackett 6 years, 10 months ago

Front Page / Assessment / E-Portfolios / Guides 

E-Portfolios


Overview  |  Guides  |  Campus Examples  |  Documents to Download


Since this is new territory for the Bonner Foundation and network, and we have not had a network-wide effort to build e-portfolios yet, we here provide a few articles - easily and publicly accessible - that may interest you. As Lorenzo and Ittelson (2005) describe in the article attached below, "An e-portfolio is a digitized collection of artifacts including demonstrations, resources, and accomplishments that represent an individual, group, or institution. This collection can be comprised of text- based, graphic, or multimedia elements archived on a Web site or on other electronic media such as a CD-ROM or DVD" (abstract). Today, there are many external e-portfolio providers with which an institution can work. These systems generally allow the institution (or program) to provide the learning outcomes and other intended aims and to customize the functionalities, look, and feel. As noted in the E-Portfolios - Overview, when properly guided, the process of integrating an e-portfolio on campus can drive innovation and collaboration.

 

Today, e-portfolios have been used by hundreds of higher education institutions as a tool for documenting and assessing student learning (as well as teaching and programs). The AAC&U used e-portfolios in conjunction with its VALUE (Valid Assessment of Learning in Undergraduate Education) initiative, launched in 2005. The VALUE Rubrics, including for Civic Engagement, have been used as a more authentic and competency-based strategy (i.e., than standardized tests) for student learning assessment. Through an e-portfolio, a student can take initiative to document his or her own work and learning, reflect and making connections, and share this work with others (such as potential employers, family, and community members). On the E-Portfolios  Campus Examples page, you will find links to some campuses and academic programs that have done used e-portfolios in this way. 

 

While a few campuses in the Bonner network have used e-portfolios in conjunction with some majors or programs, campus-wide integration (especially that which is tied to civic and community engagement) has not really occurred. In the next several years, the Bonner Foundation would like to develop a multi-campus project through which several colleges and universities collaborate in the development of a campus-wide e-portfolio that also includes outcomes and learning tied to civic and community engagement. The Foundation will help to guide this process, inviting a number of campuses to work collaboratively. A model for this can be found in the "Catalyst for Learning" initiative, led by LaGuardia Community College, which involved 24 institutions. 

 

Introductory Articles

 

Since this is new territory for the Bonner Foundation and network, and we have not had a network-wide effort to build e-portfolios yet, we here provide a few articles - easily and publicly accessible - that may interest you.

 

An Overview of E-Portfolios 

by George Lorenzo and John Ittelson, published by EduCause (2005)

Widely sited and published by a great resource for IT and Education

 

Abstract: E-portfolios are a valuable learning and assessment tool. An e-portfolio is a digitized collection of artifacts including demonstrations, resources, and accomplishments that represent an individual, group, or institution. This collection can be comprised of text- based, graphic, or multimedia elements archived on a Web site or on other electronic media such as a CD-ROM or DVD. An e-portfolio is more than a simple collection—it can also serve as an administrative tool to manage and organize work created with different applications and to control who can see the work. E-portfolios encourage personal reflection and often involve the exchange of ideas and feedback. Three types of e-portfolios are described in this report: student e-portfolios, teaching e-portfolios, and institutional e-portfolios. E-portfolios can support student advisement, career preparation, and credential documentation; the sharing of teaching philosophies and practices; department and program self-studies; and institutional and program accreditation processes. This report defines and categorizes e-portfolios, offers examples of higher education e-portfolio implementations, reviews e-portfolio technology, and addresses adoption issues. 

 

Using ePortfolios to Assess Program Goals, Integrative Learning, and Civic Engagement: A Case Example (2014)

by Katie Richards-Schuster and Mary C. Ruffle, University of Michigan, Ann Arbor 

Kerri Leyda Nicoll, Massachusetts College of Liberal Arts 

Catherine Distelrath and Joseph A. Galura, University of Michigan, Ann Arbor 

Published in the International Journal of ePortfolio 

 

Abstract: Providing opportunities to foster students’ civic engagement during their undergraduate education is a goal of many universities. There are a variety of ways in which students participate in community service and in community change efforts and social change initiatives; capturing how students integrate these experiences into their broader learning goals can help both students and educators to understand better the impact of civic engagement programs on educational outcomes. ePortfolios are one method being used to assess this type of integrative learning and the transformative civic engagement experiences involved. Using a case example of an interdisciplinary undergraduate minor focused on community action and social change, this paper draws on an analysis of 51 ePortfolios completed by students in the capstone class for an Interdisciplinary Community Action and Social Change Minor to demonstrate how ePortfolios can be used to assess individual student outcomes related to civic engagement, as well as to provide input about program impact.