A number of ePortfolio projects are already underway at KPU. Use the drop down menu at the top of this page to learn more about how four different programs in Health, Trades & Technology, Business, and the Learning Centre have incorporated ePortfolios into their teaching and learning strategies.
ePortfolios (or digital portfolios) are not new. A quick web search will provide references going back to 1996 and earlier. However, the term "ePortfolio" can mean different things to different people. Is it software? An assessment practice? A repository? A presentation tool? Today, it's possible for individuals to create ePortfolios with just about any freely available web-based tool. At the same time, "purpose-built" commercial ePortfolio platforms, ePortfolio plug-ins to proprietary learning management systems, and open source ePortfolio tools all continue to proliferate.
In higher education, ePortfolios serve a range of purposes across a range of contexts. They are used to encourage reflective practice and integrative learning (making connections across courses and disciplines), as repositories for the collection and curation of artefacts that demonstrate student learning, and as an external showcase of learners' skills and accomplishments. Increasingly, eportfolios are also being used to support outcomes assessment at the program and institutional level.
Eportfolio research networks in the US, UK, and Australia have built an extensive body of resources, case studies, exemplary practices and implementation frameworks (Catalyst for Learning, JISC: Eportfolio Implementation Toollkit , Australia Eportfolio Toolkit). There is compelling evidence to suggest that eportfolio initiatives yield tangible benefits in terms of student success, promoting deeper learning, and fostering learner centred change across institutions (http://c2l.mcnrc.org/evidence/). There are also some common themes emerging from the experiences of institutions who have moved beyond one-off eportfolio experiments:
- the purpose or goals for for using eportfolios need to be aligned with the specific context
- related to the above, there is no "one-size-fits-all" approach or platform
- multiple stakeholders must be considered
- successful initiatives require a multifaceted support approach that addresses pedagogy and professional development as well as technology support.
- Catalyst for Learning: ePortfolio resources and research
- EUfolio Review of ePortfolio Policies & Practices
- JISC InfoKit: ePortfolios
- JISC ePortfolio Implementation Toolkit
- Australian Eportfolio Toolkit
- Europortfolio: European Network of ePortfolio Experts & Practitioners (Implementation Guidelines)
- AAEEBL: The Association for Authentic, Experiential, and Evidence-based Learning
- KPU's Faculty ePortfolio Resource site (this site is open to guests- Click the Guest Access button on the Moodle login page)