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Conversations about portfolios often suggest them as a solution to one problem at a time, whether that problem is integrative learning, student self-representation outside the college, or institutional (and departmental) assessment. This article tries to juggle 4 very different ways of looking at portfolios at the same time. Such a view might help us understand how many benefits might flow from a pedagogy which includes portfolio construction.

An interesting application of blended learning theory to the advising process, describing ways in which a student's curation of an electronic portfolio could feed into (and benefit from) the advising process. From the International Journal of ePortfolio.

One way students used storyboards to improve presentation posters.

What are the benefits of having students compile a portfolio of their work, and what are the critical choices you make as a teacher in creating a portfolio requirement? This list of 11 key issues is a good place to start.

A step-by-step guide to structure thinking about the use of electronic portfolios of student work.

A worthwhile interview about the University of Mary Washington program to offer every student and professor their own domain name and a significant amount of control over which web publishing platforms they use. I find the discussions about privacy vs. publicy in a networked society to be the intellectual meat of the piece - the technology issues, while complex, are also just logistics to be solved or worked around.

UC Davis has created a system to issue "digital badges" to certify student growth in a set of seven core intellectual competencies. This system exists along side the degree, major, and course grade, and is designed to act as something similar to an electronic portfolio to presents students' particular accomplishments.

This paper serves as a guide to starting a portfolio project. It focuses on the "learning portfolio" as a tool which encourages the student to reflect on their own learning, with special attention to their own progress. I was particularly taken with the point that a portfolio can be an appropriate tool at any level of the curriculum - an individual course or set of courses, the program or department level, or the whole institution - though of course, that choice will change the purpose of the portfolio, and therefore its design.

One way to get students thinking about privacy issues is to put them in control of publishing their own work.

Curating your own portfolio can be a valuable metacognitive exercise, helping students cement their learning and plan for the future. Or it can be an exercise in checking off boxes. Which sounds like a better use of student time and tuition dollars?