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Engaging Students in the ePortfolio Process
7/5/2005
Often students cannot see the relationship between individual assignments and the broader goals of their education. Bringing these objectives to the forefront supports achievement of incremental learning goals and reinforces the outcomes instructors build into courses. Including the ability for students to reflect on their work by providing reflection and journaling opportunities in the ePortfolio helps students think more deeply about these connections and take ownership of their educational and personal growth both inside and outside the classroomGiving students ownership and control of their ePortfolios was the final key identified to engaging students in the ePortfolio process. Students need control to add artifacts, reflect on their work, and then selectively share parts of their ePortfolios with others. They may have early stage work in their ePortfolio that they only want to share with their advisor or instructor, or they may have some journal entries that are important to their learning, but are deeply personal; an ePortfolio must give the learner the ability to “slice and dice” their ePortfolio for different audiences. Further, students want to control the look and feel of their portfolios, creating dynamic, creative presentations of their work and experiences. Students who are not artistic should have access to templates to help them easily create professional looking ePortfolios, but students who are skilled in design should have the flexibility to create their own visually expressive ePortfolios.
It is important to recognize that a learner-centric ePortfolio d'es not preclude institutional stakeholders from benefiting from a well-implemented ePortfolio solution. Early results show that a learner-centric ePortfolio model helps students see the value in ePortfolio building and, because they feel they own their ePortfolios, students are willing to spend time to make their ePortfolios of the highest quality. When this is the case, student-owned ePortfolios truly reflect an institution, school, or department, and institutions can dependably use ePortfolios for assessment and accreditation, instructors can use ePortfolio building as part of their course design, and career services teams can use ePortfolios to promote their alumni to potential employers. In summary, a learner centric design approach serves institutional needs, while motivating individuals to build personal, high-quality, and reflective portfolios.
Phill Miller (pmiller@angellearning.com) is ePortfolio Project Manager at ANGEL Learning, Inc.
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