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ANGEL ePortfolio 2.1 is even easier to use

Tight integration with the ANGEL Learning Management Suite (LMS) enables instructors to implement ePortfolio activities and assessment from within a course

provides students enhanced usability

There are times when something comes along that everyone talks about, something that really changes things. ePortfolios, of course, is one of those things, but it’s different in its very nature.

What’s happening with universities in this knowledge age is that the boundaries between the university and the rest of the world have pretty much dissolved. We are now a learning culture, or a knowledge culture.

ePortfolios are not a higher education application. It’s not a K-12 application. It’s a cultural application.

Joehn Pallisetr is a UK based teacher who is enthusiastic about e-Portfolios. He blogs now on a group he has set up on Google. If you are interetsted in e-portfolios I recommend that you join.

We wanted to provide students with more appropriate ways to store andpresent evidence of their learning, achievements and planning; we developed and introduced ePortfolios. We soon recognised that although the ePortfolio itself was really useful, it was the ePortfolio process that was even more valuable. I came at things from a Personal Development Planning angle and this has influenced my thinking on ePortfolios. So why have I rambled on?  Simply to encourage people to interpret the‘P’ in ILP, as ‘Process’.

The point is that people will be using ePortfolios for their own purposes. It’s not just something that they’ll be told to use in a formal educational setting.

So, young people will choose to use ePortfolios in their leisure time; to use them for fun. Which you would almost never do with a CMS—I suspect almost no one chooses to use a course management system on their own time for fun.

The more engaged, the more time on task, the more that a person puts into something, the more they learn—this g'es along with all the data I’ve seen over the years.

Trent Batson

And what we're trying to do here at WSU is bring outside employers into the process. Then we can have those employers validate that what we're doing aligns with what they find to be valuable. At the same time, we have the opportunity to demonstrate to employers who work with us the complexity of the work we do.

A real student-centered model would put the authority, or ownership, of that ePortfolio in the hands of the students: They could share evidence of their learning for review with peers, and offer that evidence to instructors for grading and credentialing.

Create ePortfolios with the Amazing Acrobat 9

When we think of a traditional portfolio used in education, we may think of a collection of related papers, photos, pamphlets, or brochures organized in a folder or binder. Perhaps it’s a collection of materials that we compile over time to reflect progress and achievement. Now imagine if we add an electronic spin to the traditional definition and focus on the idea of a PDF portfolio; one that you could use to easily weave content together in a portable file format to use, share, and print whatever you need when you need it. That is the essence of the Acrobat portfolio

In traditional electronic portfolios an author is usually restricted to a one-size-fits all approach. This may be an HTML, PowerPoint, or MS Word style portfolio, each with its own features and limitations.

In a recent conversation with the lead developer of Desire2Learn's new ePortfolio system (www.desire2learn.com), I was pleased to hear that the system, which offers infinite management combinations for content and permissions, can also present the user (student or faculty member) with ratcheted-down options and therefore a simpler interface. A user can be set up to use just a minimal essential set of options.

Users still may not use Desire2Learn's ePortfolio system while they sit on a deck overlooking the water, but they at least have the option of a lower threshold for using it for their academic work.

free Web 2.0 technologies could be a threat to some of the commercial tools

This will give every student the opportunity to store files, create learning groups with forums and dicussions, create multiple blogs, and even create their own “learning dashboard” similar to netvibes or pageflakes.

I have no misconceptions that this will probably end up getting a small handful of students in trouble.

Instructors start the process by defining assignments for their classes and “registering” them with the program

The student works the assignment and produces a solution in any number of media and venues, which might include the student’s ePortfolio (we define ePortfolio broadly)

The student combines their work with the program’s rubric (in a survey format)

In the right environment the social networking potential of the learning landscape and eportfolio-related tools are features that facilitate and enhance the making of connections and the linking together of people, ideas, resources and learning… (pp. 30)

here is certainly a lot more worthwhile reading in the full handbook which contains contributions from over 100 of the world’s leading experts.

Right now, we've only swapped the little red schoolhouses for the little online boxes we call course management systems. Students enroll, read posted information, and maybe listen to podcasts. A few of the more sophisticated students have some kind of electronic discussion with other students in the class, but the instructor is still at the center of the classroom. That model, pedagogically as well as for all kinds of practical purposes, is starting to lose its effectiveness.

Higher ed professionals are beginning to recognize that ePortfolios may be more effective than standardized tests when it comes to documenting student learning.

"We don't care about test scores. What we want is evidence that students have been involved in internships and service learning programs, and that they've done project work and have developed team, collaboration, communication, and leadership skills."

The new release expands integration with the Angel Learning Management Suite and includes new usability features

An issue will be finding faculty with the imagination to integrate these options into their teaching and learning, and an even more difficult issue will be credentialing that kind of work.

I have developed a design theory on how to build social portfolio software.

A social portfolio should: Support student ownership Enhance peer learning Focus on ease of use

What makes Mahara different from other ePortfolio systems is that you control which items and what information (Artefacts) within your portfolio other users see.

Learner control over content access would be one of my essential criteria in selecting an e-portfolio system.

We would like to see an environment that encourages e-portfolio practices, and that could be some government support in understanding the inter-operability issue

However, there remain concerns over the degree to which "reflective" work in an e-portfolio is assessable. There also are fears that such portfolios could be vulnerable to "cut and paste" plagiarism and invented narratives and reflections. Privacy is another issue, raising questions over whether assessors should have access to the entire e-portfolio and who owns it once a student graduates.

An e-portfolio is a process as well as a tool to capture different competencies and capacities