29 April 2009

Informing the purpose of ePortfolios

A couple of favorite references help to inform the purpose of ePortfolios, without setting boundaries on purposes. These uses, functions, and types also help to remind that approaches vary.

Lorenzo and Ittelson (2005) identified these uses:
1. advisement, career preparation, and credential documentation,
2. the sharing of teaching philosophies and practices,
3. department and program self-studies,
4. institutional and program accreditation processes.

And also these functions:
1. plan educational programs;
2. document knowledge, skills, abilities, and learning;
3. track development within a program;
4. find a job;
5. evaluate a course;
6. monitor and evaluate performance.

Greenberg (2004) described three types of ePortfolio from a temporal perspective:
1. showcase, organized after the elements have been created;
2. structured, with a predefined organization for works before they are created;
3. learning, with an organization that evolves as the works are created.

Lorenzo, G., & Ittelson, J. (2005). An overview of institutional e-portfolios. EDUCAUSE Learning Initiative, ELI Paper 2:2005, 8.

Greenberg, G. (2004, July/August). The digital convergence: Extending the portfolio model. EDUCAUSE Review, 31.

© 2009 Mary Bold, PhD, CFLE. Email contact: bold[AT]marybold.com. The content of this blog or related web sites created by Mary Bold (www.marybold.com, www.boldproductions.com, College Intern Blog) is not under any circumstances to be regarded as legal or professional advice. Bold is the co-author of Reflections: Preparing for your Practicum or Internship, geared to college interns in the child, education, and family fields. She is a consultant and speaker on assessment, distance learning, and technology.

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