We recently asked some of our faculty, staff and students to comment on our upcoming use of ePortfolios as part of our University Studies Program/ reform of general education; here are three short videos from their responses. (happy to answer any questions @kavubob )
University e-Portfolios as a New Higher Education Teaching Method. The Development of a Multimedia Educational Material (MEM)J. Ignacio Aguaded, Eloy López-Meneses, Alicia Jaén MartínezRUSC. Revista de Universidad y Sociedad del Conocimiento, Vol. 10, No 1 (January 2013)
A few of the tracks to engage you during this conference:
Practice: Teaching and Learning with ePortfoliosTransitions:
ePortfolios, Employability and Support of Change
Research and Scholarship: Evaluating and Documenting the Effectiveness of ePortfoliosAssessment:
Using ePortfolios to Learn about Student Learning
ePortfolio Start-Ups: First Steps and Beyond
What's New? Open Learning and Alternative Credentialing for ePortfolios
Randy Bass, Georgetown University
Gary Brown, Portland State University
Helen Chen, Stanford University
Bret Eynon, Laguardia Community College
Tracy Penny-Light, St. Jerome's College at Waterloo University
Substantial discounts for AAEEBL institutional members. See www.aaeebl.org to learn about the membership benefits of joining AAEEBL, a non-profit professional association that serves the global eportfolio community full-time, year-round with a wide array of services.
I think this oversimplifies things by only taking one view of an ePortfolio (for the learner), and making some assumptions about how and why students and faculty learn how to use an ePortfolio approach and the role of the instituion, academic, and platform in that.
There's a place for an assessment portfolio, or a 'while you're here' learning portfolio, and for instituionally-hosted tools to support that. As pointed out, data-portability is critical, and one would hope that through their degree we can support students developing the skills necessarily to transition this way of thinking about learning onto their own platform of choice (before or after graduation), while keeping work on their instituional system as 'a copy of record' during their studies.
I would also hope that a single instituional ePortfolio system is a tranisitionary phase to being able to support an approach of use our platform or BYOeP but I don't think that aspiration makes an instituional eP unnecessary in the interim and long term, or as conceptually problematic as is suggested.
Despite my disagreements with this piece there is a lot of good critique here that any instiutional approach should consider and it does offer a view of ePs that we should engage with and a reminder that part of what we hope students do through the process of having to use an eP (currently 'our' eP) is to become self-directed learners and part of that is figuring out their own PLE.