Electronic Portfolios: Engaged Students Create Multimedia-Rich Artifacts

Ring, G., Weaver, B. and Jones, J. (2008) Electronic Portfolios: Engaged Students Create Multimedia-Rich Artifacts, Journal of the Research Centre for Educational Technology (Kent State) Vol. 4, No. 2

This is an interesting paper that shows the potential of the ePortfolio as a learning tool. The authors describe how to help students understand why they should create an ePortfolio, and how by scaffolding them through the process of how to create an ePortfolio it is possible to get a successful implementation.

Abstract

This paper briefly summarizes the implementation of a university-wide electronic portfolio requirement. We begin with a systemic view of the ePortfolio Program and narrow our focus to a view of ePortfolio integration into two different classes. The rationale behind the Clemson University ePortfolio Program is to build a mechanism through which core competencies are demonstrated and evaluated. The target classes are a general education English class focusing on 20th and 21st century literature and a professional development seminar in computer science. Both classes allow students to select their topics and present their work to the class using a variety of media types, and both include a form of peer evaluation. These classes confirm that when students’ choice is built into the assignments we are pleasantly surprised by the outcomes. In addition, an extensive variety of artifacts are generated from each course that can be used to demonstrate the general education competencies, provide authentic evidence of learning, and generate a career portfolio. In our examples, we will describe the planning, implementation, and dissemination processes necessary to integrate the ePortfolio Program into university courses.