Advances in technology, changing funding regimes and student profiles, and developments in learning theories (amongst other things) have resulted in more and more higher education institutions embracing blended approaches to teaching and learning. In this changing landscape, many of our traditional assumptions and beliefs regarding teaching and learning are questioned.
The e-portfolio gives the student an opportunity to be self-directed in choosing which course works/assignments should be included in the portfolio rather than being told which ones should be included. The tab above on self-directed learning can also help to illuminate the ways in which the building of the e-portfolio aligns with this approach: https://www.researchgate.net/topic/Self-Directed-Learning?ev=tp_pst_dtl_xkey
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Debra
I think an e-portfolio empowers the student to be more research oriented than otherwise at an early point in their career. Therefore, I encourage e-portfolios in traditional classes.
Modern curricula emphasize the personal responsibility of students for their own learning. This make them accountable for what they plan and implement to reach their desired goal. Student portfolios in any form provides them with an opportunity and freedom to choose its content and that motivates them to think, apply and be creative. The effect of this intrinsic motivation would drive them to become self-learners.
In the United States, a portfolio is often used by fine arts majors. It is also a staple of many Community College programs. However in university level Criminal Justice programs (where I teach) they are not used very much.
Lovely, I am delighted for this question. Its is applicable mainly in Design oriented courses and E-Portfolio is convenient for collection, up-gradation, preservation and an easiest way to carry and send to others as per the requirement and even for the purity control.
As part of an assessment strategy, the e-portfolio can be kept as a learning diary. The students document the learning content and deepen it in the form of self-reflection. Students should be encouraged to independently research content and questions that interest them and process the results in the ePortfolio. In the end, the focus of interest and the weaknesses of the students are characterized. The way in which and in what form the ePortfolio is to be designed should remain as free as possible. Students should develop creative approaches that reflect their personality and do not interfere with their intense engagement with the learning content due to precepts. It seems more important to me that the students freely exploit the advantages of the digital possibilities and do not fill a given conceptual framework with data.
In a world of increasing standardization, a portfolio allows a student choice and creativity. A secondary teacher can even give a “standard” and ask the student to find a piece of work that shows they have met that standard, and then explain how in writing. (Summarize, writing, technical writing - these are language arts standards).
I fully agree with Mr Babu Noushad that e- Portfolio is an effective assessment tool that can help to inculcate self directed learning in students. Some guidelines need to be provided about the expected contents of the e portfolio. It may include students reflection on certain teaching session or a summary or analysis, class assignments etc. Students will have to decide for themselves as what should be included and how it should be presented using their inner motivation and creativity. e Portfolio can be used in disciplines other then those that are related to design and creativity but in such cases it cannot be used as an alternative. It should be an add on to the list of other assessment tools.
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