Your learning eportfolio

You are going to create the first post for you learning portfolio

TASK 1: Watch the following video and take notes.

TASK 2: Read the following text about eportfolios and take notes of important ideas.

The learning theory behind ePortfolios

According to Basken (2008), ePortfolios “are a way to generate learning as well as document learning” (Basken, 2008). Both generating learning and documenting or recording learning are important, but the process of generating learning sometimes gets overlooked. ePortfolios generate learning because they provide an opportunity and virtual space for students to critically assess their academic work, to reflect on that work, and make connections among different courses, assignments, and other activities, such as work experience, extracurricular pursuits, volunteering opportunities, and more. ePortfolios are effective learning tools because they support students’ own knowledge construction, make otherwise invisible aspects of the learning process visible, and place agency in the hands of students, which fosters learners’ motivation.

Constructing knowledge

ePortfolios fall within a learning theory known as social constructivism, which proposes, in part, that learning happens most effectively when students construct systems of knowledge for themselves, rather than simply having information presented. Social constructivism also proposes that another determinant of effective learning is that it happens in a social context – that is, we construct our knowledge through dialogue and interactions with others. With ePortfolios, the process of reflection originates as a solo activity, but becomes social through a feedback loop, as the student’s instructor, peers, mentors, and even family members respond to and provide commentary on those reflections. Making and then sharing an ePortfolio with others is somewhat like telling a story: the story of one’s learning journey.

Making learning visible

Bass and Eynon (2009) describe the process of critical reflection involved in the creation of effective ePortfolios as one that makes “invisible learning” visible. By invisible learning, they mean two things.

First, Bass and Eynon refer to the intermediate steps that occur whenever a student, or any person, is attempting to learn something or do something. It’s easy to focus exclusively on the final product (such as an essay), and to overlook the stages of learning and doing that preceded that product. By reflecting on these invisible stages, students can learn more: they can learn more deeply, they can learn more about how they learn, and they can learn how to do better the next time.

The other aspect of invisible learning is learning that goes “beyond the cognitive to include the affective, the personal, and issues of identity” (Bass & Eynon, 2009). In other words, the process of learning something doesn’t involve just the rational mind; rather, feelings, personality, and sense of self are all involved – sometimes facilitating that learning process, and sometimes hindering it. By reflecting on those affective, personal, and self-identity factors, students can develop meta-cognitive skills that can enhance their learning.

Fostering student agency

Finally, because ePortfolios are a student-centered activity – one in which the student is free to choose what artifacts are included, and is free to reflect on the process of their learning – they foster engagement and motivation (Tosh, Penny Light, Fleming, & Haywood, 2005). Research on student engagement with learning suggests that when students perceive that they have choices in how to learn they are more engaged and motivated to move beyond simple information acquisition to try to gain an understanding of the subject (Entwistle & Karagiannopoulou 2014; Kuh et al., 2005). ePortfolios offer this opportunity for learner control and can support or promote deep learning as students are able to make connections between the learning that occurs in different contexts. Indeed, it is this recognition that learning occurs beyond the classroom that makes ePortfolios attractive to many educators.


TASK 3: Make connections between the video and the text. Write the summary.

TASK 4: Visit some blogs from the students who are in Senior 5 now. Check out their last year portfolios. Choose 3 students and say:

-what you like about their portfolio

-what is missing according to what you have read

Write everything in a post in your blog.

Welcome Cami to this project! A bilingual e-portfolio!! WOW!!

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