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E-portfolio efforts at Stanford have focused on capturing and documenting students' learning and engaging in reflection, rationale building, or planning, contributing to a culture of folio thinking. In fall 2010, Stanford initiated a pilot introducing e-portfolios to assist with the advising of students in their first two years prior to declaring a major, to learn from students and advisors how e-portfolios and folio thinking can enhance their face-to-face interactions. The pilot will explore the possibility that persistence can be improved through the active involvement of others (mentors, alumni, family, peers) in the lives of students as facilitated through the medium of e-portfolios.

Welcome to the Google Sites version of my e-portfolio. I am exploring the capabilities of using this system to maintain electronic portfolios as part of my research on implementation of online electronic portfolio systems. Of all the systems that I have tried, this Google Site as my presentation portfolio, with my own domain name, with my Blogger blog as my reflective journal, is my favorite example, and the one that I will continue to update.

This wiki is a collaborative learning space. If you want to contribute to this e-portfolio or digital portfolio page, please join the wiki and then add your thoughts, your notes or describe how you created digital portfolios for your students.

Key Takeaways Education built around digital portfolios not only ties together various student-generated artifacts into a coherent whole but also creates an environment in which technology use has a clearly identified purpose. Hundreds of services provide free hosting and website creation tools and are ideal platforms for digital portfolios because they can support just about any type of digital content. Turning consumers of knowledge into producers of knowledge transforms learning into an active experience.

I opted to have students use Google Sites to create their portfolios, for several reasons. Students were already using Google Documents for their essays, so the interface was reasonably familiar to them. Google Documents integrates well with Google Sites, so it was very easy for students to embed their essays in their portfolios. Google Sites allows for easy customization, for any student who might want to get creative with site design. Using Google Sites along with Google Documents makes it very easy for students to control who's allowed to see what.

This post has two purposes: (1) Present a model you can use for your own students' portfolios. It is critical to know what you want students to present before you begin. (2) Provide videos that show you, step-by-step, how to set up portfolios using Google sites.

the ""thin portfolio" concept (borrowing from the prior "personal information aggregation and distribution service" concept) represents the idea that you don't need that portfolio information in one server; but that it is very helpful to have one place where one can access all "your" information, and set permissions for others to view it. This concept is only beginning to be implemented."

Reflection is the hallmark of many thoughtfully developed portfolios. Reflections on the products within a portfolio allow the audience to understand why these items were chosen to represent the student and his / her capacities and can provide some of the best indicators of student growth. However many students often have a difficult time thinking about their own learning when confronted by teachers to do so without guidance or support. When asked to reflect on their learning, students often don't know quite what to say or write - as much of the thinking that has gone on has been either subconscious or nonverbal.

Established in 2009, the Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL, pronounced "able") is a membership organization for the world e-portfolio community that now has established affiliations and collaborations with nearly all world-wide portfolio initiatives, projects and organizations.

At least four short blogs here about using an e-portfolio from the beginning of a class.

It is a "best practice" for classroom teachers today to use a website as a learning portal for links and resources related to class studies. In this learning module we'll learn the difference between blogs and wikis, explore examples of K-12 exemplary classroom wikis and professional portfolios, as well as tools for creating educational wikis.

Example of a wiki as an e-portfolio.

Information about  Electronic Portfolio Development and Digital Storytelling

The ePI study is exploring large-scale implementations of e-portfolio use in Higher and Further Education and professional organisations in the UK . It is JISC funded and led by the University of  Nottingham.

Great site for exploring the concept of ePortfolios

The purpose of this paper is to outline some of the thinking behind new e-learning technology, including e-portfolios and personal learning environments. Part of this thinking is centered around the theory of connectivism, which asserts that knowledge - and therefore the learning of knowledge - is distributive, that is, not located in any given place (and therefore not 'transferred' or 'transacted' per se) but rather consists of the network of connections formed from experience and interactions with a knowing community. And another part of this thinking is centered around the new, and the newly empowered, learner, the member of the net generation, who is thinking and interacting in new ways. These trends combine to form what is sometimes called 'e-learning 2.0'-an approach to learning that is based on conversation and interaction, on sharing, creation and participation, on learning not as a separate activity, but rather, as embedded in meaningful activities such as games or workflows.

An introduction to mobile portfolios.

A collection of online resources about ePortfolios.

Grades tend to reduce the quality of students' thinking.  Given that students may lose interest in what they're learning as a result of grades, it makes sense that they're also apt to think less deeply.  One series of studies, for example, found that students given numerical grades were significantly less creative than those who received qualitative feedback but no grades.  The more the task required creative thinking, in fact, the worse the performance of students who knew they were going to be graded.  Providing students with comments in addition to a grade didn't help:  the highest achievement occurred only when comments were given instead of numerical scores (Butler, 1987; Butler, 1988; Butler and Nisan, 1986).

The spurious nature of grading seems particularly true in the case of writing. Most any piece of writing can, and often does, receive any grade.