Transcript ePortfolios - Bucknell University

Electronic Portfolios
ePortfolio
e-portfolio
e-folio
folio thinking
ePortfolios
Showcase
Progress
Rhetorical
Advisement
Process/Product
Teaching
Reflective
ePortfolios
“Portfolios have long been used in some
disciplines to organize and present work; to
provide a context for discussion, review and
feedback from instructors, mentors,
colleagues and friends; and to demonstrate
progress and accomplishments over time.”
ePortConsortium.org
ePortfolios
“Job seeking tool: It is
something tangible that you
can show to a potential
employer to prove what you
are capable of.”
DePauw University
ePortfolios
“For those entering the job market, eportfolios are a great supplement to
the traditional résumé, providing
evidence of achievements previously
outlined only in print.”
Virginia Tech
ePortfolios
“Reflective tool: The process of
creating an e-portfolio will enable you
to more clearly define and
understand your strengths and
weakness and what you have
learned through your experiences …”
DePauw University
ePortfolios
“A progress portfolio is used to
demonstrate the development of
knowledge and skills over time. The
artifacts in the portfolio represent a
range of experiences or instances
and are typically organized to show
improvement in performance.”
University of Washington
ePortfolios
“Faculty can provide feedback to
students while facilitating and
documenting peer critiques of
essays and progress on
projects.”
Virginia Tech
ePortfolios
“Evaluative tool: It will help you, as
well as your supervisors, to see
what you have been doing as a
part of ITAP. This evidence of your
accomplishments may be useful
during your semester and end-ofyear reviews. ”
DePauw University
ePortfolios
“In a higher ed context,
portfolios emphasize growth
and development over time.”
Cornell University
ePortfolios
“A reflective portfolio is used to document
personal responses to artifacts or
experiences. This type of portfolio may
resemble a journal or scrapbook, though the
items within it usually cohere in some way.
An artist, for instance, might use such a
portfolio to document the development of his
or her individual style and influences on his
or her work. Students could also use a
reflective portfolio to make connections
between course material and service
learning experiences.”
University of Washington
ePortfolios
“The process/product portfolio is used to
show stages in the development of one
particular project. A writing portfolio, for
instance, might include initial ideas for a
piece, background research or short
sketches, multiple rough drafts with
comments and changes, and a final draft.”
University of Washington
ePortfolios
“Portfolios are used by students to
demonstrate progress toward
completion of course or program
requirements. ”
Cornell University
ePortfolios
“A showcase portfolio is simply a portfolio
used to "show off" one's best work; items
are selected to represent one's highest
level of achievement in regard to particular
knowledge or skills. The traditional artist's
portfolio is an example. Portfolios created
for a job interview would also fall into this
category. ”
University of Washington
ePortfolios
“The authentic evidence of
learning outcomes … can enrich
student advising as well as the
program accreditation process.”
Virginia Tech
ePortfolios
“Teaching portfolios present a portrait of
oneself as a teacher. They may present
achievements as well as development or
growth. These portfolios may include
course syllabi, statement of one's teaching
philosophy, assignments and examples of
student work, course evaluations, etc.”
University of Washington
ePortfolios
“Portfolios are used … by faculty
seeking tenure and promotion. ”
Cornell University
ePortfolios
“Students can reflect on their
growth over time by reviewing
the materials they have
collected.”
Virginia Tech
ePortfolios
“The rhetorical portfolio is used to construct
and justify a particular argument through
the presentation of evidence. Such a
portfolio might be used, for example, to
defend an interpretation of a particular
historical event, or to critique such an
interpretation.”
University of Washington