Functions of an e-Portfolio
Consider the different functions of an e-Portfolio. For each of them discuss the particular needs of your target group. Remember that some demands for functionality may be determined by your education institutional systems.
There are different ways of recognising learning. Although assessment is often used as a means for recognition there are other ways of recognising learning - for instance through peer group recognition.
What should be recorded in an e-Portfolio?
An e-Portfolio will contain records of formal achievements but possibly more important of the ongoing learning from home and work as well as formal education and training.
Reflecting on learning
Reflecting may be the most important part of the learning process. In terms of e-portfolios it is probably the least developed. Reflection has generally been seen as a process of commentary by the subject on any aspect of themselves (Wilson, 2005). The commentary may be private, shared (with specific people) or public. Examples include journals and more recently weblogs.
Validating is the processes of proving – to oneself and to others – that learning has taken place. It can be either evidenced by the learner or verified by the other people(e.g. an employer's opinion on the learner)
Presenting offers an opportunity to select artifacts from the portfolio to tell a story or make a point. Presentation involves the processes of structuring, visualising, narrating and repurposing.
Planning is a form of reflection - looking back and looking forwards. One needs to answer what has been achieved and what needs to be achieved?
Assessing is usually an external process, not under the control of the learner. Another person (teacher, employer) assesses if evidence provided by the learner meets certain criteria.