Artifact 8 Etec 510 Curriculum Guide

ETEC510DESIGNPROJECT:
CURRICULUMGUIDE
AlbertBangma,MichaelBui,DerrickCheungandMeganRoss
STUDENTE-PORTFOLIOPROJECT
https://sites.google.com/view/etec510-eportfolio-project
ETEC520DesignProject:CurriculumGuide StudentE-PortfolioProject
TABLEOFCONTENTS
PART1:BACKGROUNDINFORMATION 4
1.1WhatAreE-Portfolios? 4
1.2BenefitsofStudente-PortfolioImplementation 4
1.2.aBenefitsforStudents 4
1.2.bBenefitsforTeachers 5
1.2.cBenefitsforParents 6
1.3ChallengesofStudentE-PortfolioImplementation 6
1.3.aChallengesforStudents 6
1.3.bChallengesforTeachersandAdministration 7
1.4CurricularLinksSupportingStudentE-PortfolioUse 8
1.4.aBritishColumbiaCurriculum 8
1.4.a.iDescription 8
1.4.a.iiApplicationoftheCoreCompetenciesWithinE-Portfolios 10
1.4.bInternationalBaccalaureateMiddleyearsProgram(IBMYP) 11
1.4.b.iDescription 11
1.4.b.iiApplication 11
1.5WhatIsthePurposeofThisGuide? 12
1.6WhoIsThisGuideFor? 13
PART2:LESSONPLANS 14
Step1:PurposeandTechnologyIntroduction 14
Step2:ArtifactCollectionandArchival 21
Step3:Reflections 27
Step4:Connection/Interaction/Dialogue/Feedback 33
Step5:OverallReflections 40
2 https://sites.google.com/view/etec510-eportfolio-project

REFERENCES 44
APPENDICES 49
AppendixA:ShortHistoryofPortfoliosandE-Portfolios 49
AppendixB:Processofe-PortfolioCreation 50
AppendixC:Step2StudentSelf-AssessmentForm 51
AppendixD:MatchingTask(Step3)-optionalassignment 53
AppendixE:Useofe-PortfoliosinUniversityContexts 55
AppendixF:Comparisonofe-PortfolioCapablePlatforms 57
AppendixG:PurposesandFunctionsofDifferentTypesofe-Portfolios 58

PART1:BACKGROUNDINFORMATION
1.1WhatAreE-Portfolios?
Astudente-portfolio(alsoknownaseducationale-portfolio,learninge-portfolio,learner
e-portfolio,webfolio,virtuale-portfolio,digitale-portfolio)isadigital,student-centered
applicationforstoring,organizing,reflectingonandsharingartifactsofastudents
learning.Whatdifferentiatesastudente-portfoliofromothertypesofportfolios(i.e.an
Artist'sportfolio,oraPortfolio(finance))isitsfocusoneducationanditsuseasamethod
forassessment(byastudent,apeerand/orateacher/instructor)andthedigitalnatureof
thecollection.
Studente-portfolioscontainevidenceoflearning(Learningartifact(education)).Being
digital,theseartifactscanbeanydocument,graphic,digitalvideo,podcast,presentation,
audiofile,blogorotherdigitalfileordigitalphotographastudentdesiresandfitsthe
assessmentcriteriaoftheportfolio-anythingthatdemonstratesastudentslearning.
E-portfoliosareusedtoshowthestudent,theirpeers,theirteachersorinstructorsand
theirfamilyorfriendswhattheyhavelearnedduringanassignment,acourseora
programofstudy.E-portfoliosencouragepersonalreflectionandofteninvolvethe
exchangeofideasandfeedback.(Lorenzo&Ittelson,2005)Muchoftheworkincreating
e-portfoliosfocusesontheselectionprocessoftheartifacts,andthereflectionprocess,
whereastudentactivelyassessestheirownlearningandgrowthwhentheycreatedthe
artifact(Barrett,2000).
1.2BenefitsofStudentE-PortfolioImplementation
1.2.aBenefitsforStudents
Oneofthebenefitsthatstudentsfacewhentaskedwithcreatingane-portfolioisits
transparencyasamethodofassessment(Kabilan&Khan,2012).Eventhoughtraditional
assessmentsareeasiertoprepare,organize,andadminister(Kilbane&Milman,2003),
theyonlyfocusonalimitednumberofachievementindicators(Kilbane&Milman,
2003),suchasthestudentslower-levelthinkingskills(Darling-Hammond,1991)and
onlyfocusontheproductoflearning,ratherthantheprocess(Brown,2004).E-portfolios
allowteacherstoassessstudentlearningusingmultipleindicatorsandshowamore

completeimageofthestudentsprogressinthinkingfromstarttofinish(Sherman,2006;
Evans,1995).Furthermore,studentsexperiencelessassessmentpressureandanxiety,as
theirgradesaredeterminedbytheoveralljourneyratherthanthebrief,incomplete,
one-offsnapshotofferedbytests(Chen,2006;OBrien,2006).
Reflectionsareperhapsthemostimportantaspectofe-portfolios,onethatisabsentin
conventionalassessments(Farr&Tone,1998).Theactofreflectingononeslearning
allowsstudentstodevelopmeta-cognitiveskillsandbegintounderstandtheirownareas
ofstrengthandweakness,andwhyconceptsareunderstoodornotunderstood(Kabilan
&Khan,2012;Fernsten&Fernsten,2005).
Theprocessofcreatinge-portfoliosalsofostersthedevelopmentofinquiry-based
problemsolving,criticalthinking,deepreflection,integrativethinking,self-directed
learning,andcontinuedlearning(Yancey,2015;Khan,2014).Thedevelopmentofthese
valuableskillsisessential,astheycanbeusedinfuturecareers,unlikememorizingand
studyingfortests(Kabilan&Khan,2012).Furthermore,studentshavedemonstrated
improvementsinengagement,achievement,confidence,motivation,knowledge
retentionandrecall,andownershipoflearning(Chang,Tseng,&Liang,2014;Khan,2014;
Lam&Lee,2010).
1.2.bBenefitsforTeachers
Ascurricularfocuseschangetoembracemoremodernlearningphilosophies,
assessmentphilosophiesmustalsochange.E-portfoliosembodyamoremodern
philosophythantraditionaltest-basedassessments,becausetheycanprovidebotha
formativeandasummativepurpose(Sherman,2006).Furthermore,e-portfoliosembrace
socio-constructivistepistemologyandassessmentpractice,asstudentsareatthecenter
oftheirownlearningastheyconstructtheirownmeaningandsignificancefromtheir
experiencesbyreflectingupontheirjourney(Khan,2014;Alleman&Brophy,1998).
E-portfoliosalsocreateacommunityofexpertisebyembracingsocialdialoguebetween
peers,teachers,andthecommunitythroughsharing,collaboration,and
peer-assessments(Lam,2017;Zhang,Olfman,&Firpo,2010;Yancey,1996).Theyyield
significantmultimodalsourcesofinformationaboutwhatthestudentsarelearningand
internalizing,andprovideopportunitiestoassessintricateabilities,suchascritical
thinking,integrativethinking,andethicalreasoning(Khan,2014).Theaccessibilityofall
thesedifferentsourcesofinformationalsoallowtheteachertoeasieridentifyand
explainmisconceptionswhilelearningisongoing(Kabilan&Khan,2012).

Theelectronicaspectofe-portfoliosallowthemtobeaccessedfromanywhereatany
time,providedtheteacherhasaninternet-capabledeviceonhand(Chuang,2015;Cote&
Emmett,2015;Kabilan&Khan,2012;Meyer&Latham,2008).
1.2.cBenefitsforParents
Theaccessibilityofe-portfoliosprovideparentswithmajorbenefitsaswell.Parentscan
accesse-portfolioswithinternet-capabledevicesatanytimeinordertoseeconcrete
evidenceoftheirchildsintellectualdevelopment,providedthesystemenables
non-facultyaccess.Havingalloftheirchildsresultsandevidenceoflearningaccessible
alsoopensupopportunitiestoinitiateconversationswiththeirchildortheirteachers
(Virgilio,2008).
1.3ChallengesofStudentE-PortfolioImplementation
1.3.aChallengesforStudents
Ase-portfoliosarevastlydifferentfromtraditionaltest-basedassessmentsasamethod
ofdemonstratingknowledge,studentsfaceanumberofchallengeswhenworkingwith
e-portfoliosforthefirsttime.Studentslackingexperiencewithcomputersand
website-buildingmayexperienceasharp,lengthylearningcurve,astheyexperiment
withnew,unfamiliartemplates.Alackofuniversaldesignbetweeninstitutions,and
evencourses,mayalsofrustrate,astemplatesandtoolsthatstudentslearntouseinone
coursemaynottranslatetoothercourses(Hung,2012).Thislackofuniversality
introducesfurtherchallengesregardingfilecompatibilities,asstudentsmayneedto
learnhowtouseotherthird-partytoolsinordertoconvertbetweencompatiblefile
formats(Chau&Cheng,2010).
Inadditiontothesteeplearningcurve,theprocessofcreatingmeaningfule-portfoliosis
alsoextremelytimeconsuming.Studentstendtofocusmuchoftheirattentiononthe
visualpresentationoftheirsite,asmanydesiretoshowtheirbesttotheirpeersand
instructorsduetotheplatformspublicnature(Toshetal.,2005).Furthermore,selecting
suitableartifactsandproperlyreflectingontheirsignificanceistimeconsumingwhen
comparedtotraditionaltest-basedassessments;studentsmayviewthisasan
unnecessarychoreinclasseswheremarkdistributionfeelstoolowfortheamountof
timestudentsneedtoinvestinthetask(Toshetal.,2005).Thisreluctanceisfurther
compoundedifstudentsmustcompleteotherassignmentssimultaneously(Kabilan&

Khan,2012).Inaddition,timeconstraintswilldecreasethequalityofwritingand
reflection(Kabilan&Khan,2012),whichdetractssignificantlyfromoneofthemajor
advantagesofcreatinge-portfolios.
Allofthesechallengescombinedposeasignificantmotivationalchallengeforstudents
(Toshetal.,2005.;Chuang,2015)whichinstructors,alongwithadministrationand
technicalsupport,mustaddressinordertosuccessfullyimplementane-portfolio
practice.
1.3.bChallengesforTeachersandAdministration
Teachersalsofacesteepinitialgrowingpainswhenfirstimplementinge-portfoliosin
theirclassrooms.Likeanynewpieceoftechnologyorpedagogicaltechnique,e-portfolios
requiremultipleiterationsinordertobeimplementedproperly(Khan,2014).
Considerationmustbetakentoaddressmanyoftheissuesstudentspotentiallyface;this
processcanbeextremelytimeconsumingfortheteacher.Ase-portfoliocreation
requiresalotofworkbystudents,itneedstobesoldandpromotedsuchthatstudents
consideritahelpfultoolratherthanameaninglesschoreformarks,tostopstudents
transformingaformativetoolintoasummativerole(Yangetal.,2016;Toshetal.,2005).
Studentsmustknowwhate-portfoliosare,howtheyaremade,andwhytheyare
importantforimplementationtosucceed(Toshetal.,2005).
Studentreluctanceisasignificantissuethatteachersmayexperience.Studentsusedto
receivinggradesfortasksmaydisregardtheformativeimportanceofe-portfolio
reflectionsandrequiregradestoinformthemselvesofcurrentprogressandmotivate
themselvestoimprove(Lam&Lee,2010),whileshiftingfromamarks-basedframework
toalearning-basedframework(Barrett&Wilkerson,2004).Furthermore,studentsmay
focusoncompletinge-portfoliosforthegraderatherthanforthemeta-cognitivelearning
experience(Klenowski,2002).
Coursestructureandassessmentpoliciesneedtobeadjustedinordertofitin
e-portfolios,suchasre-balancingassessmentweighting(Meyre&Lathan,2008).Priorto
implementation,teachersmustclearlydefinee-portfolioassessmentcriteria,including
ensuringvalidityandreliability,andnotifystudentsofhowitwillbemarked(Kabilan&
Khan,2012).Guidelinesthate-portfoliocontent,notvisuals,willbeassessedmustbe
explicitlyintroducedandreinforced(Toshetal.,2005).Sincee-portfoliosrelyonthe
internetasitsplatform,reliabilityisfurtherchallengedbypotentialissuesofplagiarism
thatcanarise(Browner,Pulsford,&Sears,2000)aswellasexcessiveoutsideassistance
(Gearthart&Herman,1998).E-portfolioassessmentpracticeisalsocomplexandismore

thanassigninggrades,aseachcontextandtargetaudienceisunique(Klenowski,2002).
Evenmisusingarubriccancauseane-portfoliotobeassessedasabehaviouristproduct
ratherthanasocio-constructivistproduct(Carliner,2005),asthestrengthofe-portfolios
asanassessmenttoolreliesontheeffectivenessoftherubricsused(Meyer&Latham,
2008).
Timemustalsobespentintroducingstudentstotheprocessofreflection.Trainingis
necessaryforstudentstodevelopproperjudgementduringself-evaluations,asitcannot
beassumedthatstudentsareinnatelyskillfulinself-reflection(Lam,2017).Alongwith
training,studentswillexperiencealearningperiodwheretheybecomeaccustomedto
independentlymanagingtheirownlearning(Aydin,2010).
Whilestudentsareintheprocessofconstructinge-portfolios,ongoingteacherfeedback
andinterventionisinvaluable(Lam,2017),whichfurtherincreasesthetime
commitmentnecessaryfromtheteacher.Additionally,studentsshouldbeconstantly
remindedofwheretheyare,whattheoverallgoalis,andwhatneedstobedoneto
achieveeachgoal(Lam,2017).
1.4CurricularLinksSupportingStudentE-PortfolioUse
1.4.aBritishColumbiaCurriculum
1.4.a.iDescription
TheprovinceofBritishColumbia,Canadahasrecentlydevelopeditsentirecurriculum
modelofeducationtobecomemorestudentcentredwiththeintentionoffocusingon
scaffoldinghigher-levelthinking(BCNewCurriculum,n.d.).BritishColumbiahas
reimaginedcurriculumunderaframeworkofcreatingtransferablelearninganda
conceptdrivenmodel.Studentswilldevelopcommunication,thinkingandpersonaland
socialcompetencytohelpconnecttheirlearningbeyondschool.Inadditiontothe
centralcomponentsofdevelopinglearning,literacyandnumeracyskills,allsubjectswill
fallunderaconceptcurriculummodelseenbelowwhileincorporatingthethree
competenciesjustmentioned.

Figure1.BritishColumbiaCurriculumModel(BCsNewCurriculum,n.d.)
Inthiscurriculummodel,studentswillbeexpectedtounderstandcentralconcepts,
themesandideas,willknowthecontentandlearninggoalsofeachsubjectandbeableto
demonstratetheirlearningwithparticularskillstheyhavelearned.
Withinthiscurriculummodel,theoverarchingthreecompetenciescommunication,
thinkingandpersonalandsocialidentityareinterspersedthroughouteachsubjectarea.
1. Communicationthedifferentwaysstudentsareabletotransmitinformation
andexchangeofideasthrougheachotheranddigitalmedia.
2. Thinkingrequiresstudentstofocusonbothcreativeandcriticalthinking.
Creativethinkinginvolvesreflectinganddemonstratingcreativitywhilecritical
thinkingrequiresstudentstobeabletomakerationaljudgmentsandbereflective
oftheirownthinking.
3. PersonandSocialCompetencystudentsneedtoexaminetheirpersonaland
culturalidentityandwithintheseconfines,theawarenessofpersonalandsocial
responsibilitythatcomeswiththatidentity.

Eachcorecompetenciesismeanttobridgethelearningdoneintheclasswiththe
citizensthestudentsareexpectedtobecomeupongraduation.
1.4.a.iiApplicationoftheCoreCompetenciesWithinE-Portfolios
Inusinge-portfolios,studentsandteacherscanensurethattheyareeffectivelymeeting
thelearninggoalsofBCsnewcurriculum:
1. CommunicationTheymustcrafttheire-portfolioswithanaudienceinmind
andshouldbereceivingcontinualfeedbackthroughouttheprocess,fromself,
peersandinstructors.
2. ThinkingAsstudentscompiletheirobjectsorimagesforreflection,theymust
considertheimpacteachobjecthashadontheirlearning,andfindcreativeways
topresentthatlearning.
3. PersonalandSocialDevelopmentEachobjectorreflectionisademonstration
oftheidentitythestudentsarecultivatingandwhattheytrulyvalue.
4. BigIdeas(Understand)Thecompletionofane-portfoliosprovidesa
summationoflearningandunderstandingtheoverarchingthemesofthesubject
area.Typically,thismaybedevelopedthroughguidingquestionsfromtheteacher
asstudentscrafttheirartifacts,feedbackandreflections.
5. ContentLearning(Know)Thespecificcontentthatstudentsaremeanttolearn
areeasilyaddressedherease-portfoliosareameansfordocumentingtheir
completionofthelearninggoals.
6. CurricularCompetency(Do)Asstudentsworkthroughtheprocessof
developingthee-portfolios,theylearnandbegintomasterskillsthroughtheir
interactionwiththelearningcontent,programandotherstudents.Theseskills
andabilitiesusedtocompletethetaskstheydocumentareskillsthatcanbe
utilizedinfutureclassesandinlifemoregenerally.
Withtheemphasisonunderstandingdigitalmediaandtechnology,thee-portfolioisan
excellentwaytodemonstratelearningtomeetalltheaimsofBCsnewcurriculum.The
emphasisonassessmenthasshiftedtowardsquestioning,reflecting,self-assessingand
teachersareexpectedtobeabletodocumentthestrengthsoftheirstudentswithspecific
evidencewithoutafocusonexams.
Thecurriculumcurrentlyhasbeenreleaseduptograde9;theproposedcompleted
curriculumspecifiesacapstoneprojectforstudentsmeanttoculminatetheirlearning
andexperiencesinanexhibitionofsomekind(BCsNewCurriculum,n.d.).With

continueddevelopment,feedbackandapproval,ane-portfolioisanexcellentwayto
meetthisgraduationrequirement.
1.4.bInternationalBaccalaureateMiddleyearsProgram(IBMYP)
1.4.b.iDescription
Thisfiveyearprogramaimedtowardsages11-16yearoldstudentsfocusesoncreating
connectionsbetweenlearningandthebroaderworldaroundus(International
Baccalaureate,n.d.).Focusedonself-developmentandpersonalgrowth,studentstakea
frontseatinchampioningtheirlearning.Assessmentisdonemoreholisticallyontheir
entirebodyofwork.Coursesaredesignedaroundbeinginterdisciplinaryandfocused
aroundconceptsthatstudentspursuewithguidancefromteachers.Eachteacheris
meanttoactasafacilitator,ratherthanasalecturer.
1.4.b.iiApplication
Eachfacetofthecurriculumconnectstothecentrallearningprojectswhichconnectsto
thelearnerspersonalinterestswithinthecommunityaroundthem,puttogetherto
createane-portfolio.Withinthedirectionforthesecollaborativeandinquirycentral
learningprojectsaretheoverarchingconceptsandtheoriesofteachingshapingthe
program.
Figure2.TheMYPProgramModel(http://occ.ibo.org/ibis/occ/guest/mypxx_home.cfm)

Figure3.ExampleofIBAssessmentGuide
(http://www.ibo.org/globalassets/digital-tookit/flyers-and-artworks/myp-eassessment-factsheet-en.pdf)
AsdemonstratedbytheIBMYPassessmentguide,theconstructionofane-portfolioisa
vitalcomponenttostudentlearning.Thistakesstudentcenteredlearningtothe
forefront.Thesee-portfoliosareformedaroundinquiryquestionswhichleadeach
student'sinvestigations,continualreflectionandprovideafocusontheprocessof
developingthee-portfolio,ratherthanthefinalproducts.Teachersprovideaframework
oraguidetohelpstudentsrefineandfocustheire-portfoliosbutthetopicofinterestis
developedsolelybyeachstudent.Thecompletede-portfoliostandsasasummative
assessmentandreflectionoftheirlearninganddevelopmentwithintheMYP.
Somesamplee-portfolioscanbefoundat
https://www.youtube.com/watch?v=VwdtMravv_c(MoeyS,2012).
1.5WhatIsthePurposeofThisGuide?
AsdiscussedinSection1.3,studentsandteachersexperienceasteeplearningcurve
whenimplementingstudente-portfoliosforthefirsttime.Therearemanystepsthat
needtobeconsideredandpracticedinorderforstudentstosuccessfullyproducean
e-portfoliothatmeaningfullydemonstratesreflectivelearning.Thisguidewillhelpboth

teachersguidestudentsthroughtheprocessofe-portfoliocreation(seeAppendixB:
Processofe-PortfolioCreation)inalow-stressseriesofactivities.Attheendofthis
project,thestudentswillhavecreatedapersonale-portfoliobasedoneoftheirinterests
orareasofgrowth,andwillhavegainedtheunderstandingandskillsnecessaryfor
futuree-portfolioassessmentactivities.
1.6WhoIsThisGuideFor?
Thisguideisaimedatteacherswhoareconsideringstudente-portfoliosasaformof
assessmenttheywouldliketoimplementintheirclassrooms.Thelessonsfoundonthe
website,locatedathttps://sites.google.com/view/etec510-eportfolio-project,willbe
completedbystudents,andscaffoldthestudentthrougheachofthemajorstepsofthe
processofcreatingacomplete,proficiente-portfolio.

PART2:LESSONPLANS
Step1:PurposeandTechnologyIntroduction
Overview
DuringStep1,studentswillinitiallybetaskedwithperforminganindependentresearch
activityonthepurposeofe-portfolios,aswellasthebroadcategoriesintowhich
e-portfoliosaretypicallycategorized.Followingthisinitialorientationactivity,thefocus
willshifttoprovidingstudentswithanintroductiontosomeofthetoolsandtechnical
skillsthatareessentialinthesuccessfulcreationofane-portfolio.Thiswillbe
accomplishedbyhavingstudentscompleteanumberofmocke-portfoliotasks,
includingplanningandoutliningusingadigitalmindmaptoolandthecreationofa
websiteandablog.
Rationale
Thefundamentalaimofthisstepistoprovidestudentswithaprimerofsorts;onethat
willallowthemtobothgainfamiliaritywiththeoveralle-portfolioprocessaswellas
acquirethenecessarytechnicalcompetenciestocreatetheirown.Asnotedearlierin
1.3.aChallengesforStudents,oneofthemainstumblingblocksthatstudentsfaceinthe
successfulcreationandmaintenanceofane-portfolioisthesimplelackofthetechnical
know-howrequiredtogettheirworkintoanelectronicformat.Itdoesnotmatter
whetherthepurposeoftheportfolioistoshowcasethestudentsbestwork,toprovide
evidenceofknowledgeandunderstandingforsummativeassessment,ortoserveasa
platformforreflectionontheirlearningjourney,ifthestudentcannotovercomethe
myriadoftechnicalconstraintsoftenfacedinthecreationofe-portfolios,theywillnotbe
abletocreateatruerepresentationofwhattheyarecapableof.Inaddition,feelingsof
technicalinadequacyoftenleadtodecreasedstudentmotivationoverall,whichthen
hinderstheeffectiveuseofthee-portfolioasanassessmenttool;studentswithlowlevels
ofenthusiasmtendtoscoremuchlowerthantheirhighly-enthusiasticcounterpartswith
regardstosuccessfuluseofstudentlearningstrategiesthatareinherentine-portfolio
use(Abramietal.,2013).
Assessment
Assessmentoftheinitialindependentresearchtaskwilldonebytheinstructorafter

studentssubmittheirresponseselectronicallythroughaGoogleForm.Feedbackonthe
studentresponsesmaybeprovidedeitherindividuallyortotheentireclass,as
necessary.Forthewebsiteandblogcreationactivitiesasimpleself-assessmentchecklist
willbecompletedbystudentstoensurethattheyhavesuccessfullycompletedallofthe
varioustechnicaltasksincludedinthetutorials.
LessonPlan:Step1(4lessons,150-210minutesofactivities)
Interactivity#1:E-PortfolioWebquest(45-60minutes)
Objectives:
Studentswillbeabletodefinethepurposeofcreatingane-portfolio
Studentswillbeabletoidentifyanddescribethedifferenttypesofe-portfolio
Resources:
Electronicdevice(preferablydesktoporlaptopcomputer)withinternet
connection
GoogleAccount
Activityguide(onwebsite)
WebQuestGoogleForm(onwebsite)
Tasks:
- Thegoalofthisinteractivityistointroducestudentstothevastarrayofcreative,
collaborativeandreflectivepossibilitiesthate-portfoliocreationcanoffer.Using
guidedresources,studentswillcompleteaWebQueststyleactivitythatallows
themtoexplorethedifferenttypesofe-portfolios.
- Studentswillperformthefollowingtasks:
Watchavideosummaryofe-portfoliosgearedtowardsstudents
Readthroughwebresourcesaboute-portfolios
Fore-portfoliosingeneral,describesomeoftheusesfore-portfoliosand
thebenefitsofe-portfoliocreation

Foreachofthebroadtypesofportfolio,researchanddescribe:
Theoverallpurposeand/orfunctionoftheportfolio
Thetypesofartifactstypicallyincluded
Thepotentialaudience
- Atthecompletionoftheactivity,studentssubmittheirresponsesusingtheGoogle
Formforassessmentbyinstructor
Interactivity#2:MindMappingUsingMindMeister(30-45minutes)
Objectives:
Studentswillbeabletocreateadigitalplanfortheire-portfolio
Resources:
connection
GoogleAccount
MindMeisterapp
Tasks:
- Nowthatstudentshavebecomemorefamiliarwithe-portfolios,theyarereadyto
startthinkingabouthowtheywillorganizetheirowne-portfolios.Tohelpthem
accomplishthistask,theywillusea"mindmapping"toolcalledMindMeister
whichwillallowthemtocreateadigitalrepresentationoftheoutlineand
organizationalstructureoftheire-portfolios.
InstalltheMindMeisterappthroughtheirGoogleDrive
Createamindmap
Usetheirmindmaptooutlineandplanthevariouspartsoftheire-portfolio

bycompletingthefollowing:
Givingtheire-portfolioatitle
Creatingtoplevelpages
Creatingsubpagesforcertaintopic
Addinggraphichighlighting,colours,images,etc.thathelpto
conveytheideasthatarepartoftheiroutline
- Atthecompletionoftheactivity,studentssubmittheirfinishedmindmapoutlines
byaddingtheinstructorasaneditor
Interactivity#3:CreatingaGoogleSite(45-60minutes)
Objectives:
StudentswillbeabletocreateapersonalGoogleSite,includingsubpages
Studentswillbeabletomodifythedefaulttheme,colours,fontsandoveralllook
oftheirsite
Studentswillbeabletoselectandembedvarioustypesofartifacts,suchas
images,videosanddocuments,withintheirsite
Resources:
connection
GoogleAccount
Mindmapofe-portfolioorganization(fromprevioustask)
Self-AssessmentGoogleForm(onwebsite)
Tasks:
- Aftercompletingtheirmindmapactivitystudentsshouldhaveabroadideaof
whattheire-portfolioswilllooklike,andhowtheywillbeorganized.Theprimary

aimofthisactivityistoallowthemtoexplorethevariousfeaturesandtools
availablewithintheGoogleSitesframework,sothattheybecomecomfortable
withusingGoogleSitestocreatetheirowne-portfolio.
Followthepromptsinthevideo,pausingwheninstructedtocomplete
thesetasksasdescribed/explainedinthewalkthrough:
Navigatetohttp://sites.google.com
Createasiteusingthenewsitesfunctionality
Practicemodifyingthefollowing:
Sitetitle
Theme
Colourscheme
Font
Headergraphic
Createtoplevelpagesandsubpageswithinthesite
Practiceinserting/embeddingthefollowing:
Textbox
Linktoexternalsite
Image
Video
GoogleDocs(orSheets,Forms,etc.)
Addtheinstructorasaneditortothesite
- Atthecompletionoftheactivity,studentscompleteaself-assessmentchecklist
usingtheGoogleFormandsubmittotheinstructor

Interactivity#4:CreatingaBlog(30-45minutes)
Objectives:
StudentswillbeabletocreateaBloggersite
Studentswillbeabletomodifythedefaulttheme,layout,subpagesandsettingsof
theirblog
Studentswillbeabletopostentriestotheirblog
Resources:
connection
GoogleAccount
Self-AssessmentGoogleForm(onwebsite)
Tasks:
- Nowthatstudentshavebecomefamiliarwiththecreationandmodificationofthe
designandlayoutoftheire-portfolios,theywillneedtocreateablogthatwill
allowthemtoreflectontheirlearningjourneysastheycontinuetoaddpages,
content,andartifactstoit.Themaingoalofthisactivityistoprovidethemwitha
brieftutorialonhowtosetupandusetheirownblogusingtheBloggerplatform.
Followthepromptsinthevideo,pausingwheninstructedtocomplete
thesetasksasdescribed/explainedinthewalkthrough:
Navigatetohttp://www.blogger.com
Createanewblog:
Chooseatitle
Chooseasubdomainaddress
Selectatheme

Practicemodifyingthefollowing:
Changingdescription
Adjustinglanguageandformatting
Customizingtheme
Customizinglayout
Createanewpost,whichincludesthefollowing:
Title
Text(includingdifferentformatting)
Links
Image
Video
Labels
Publishthefirstpost
- Atthecompletionoftheactivity,studentscompleteaself-assessmentchecklist
usingtheGoogleFormandsubmittotheinstructor

Step2:ArtifactCollectionandArchival
Overview
DuringStep2,studentswillbeaskedtobeginfleshingouttheirideasfortheirpersonal
e-portfoliobychoosinganddefiningatopicandbyconsideringthedifferentformsthat
artifactscantake.Afterfinalizingtheirtopic,theywillbegivenanorganizational
strategytheycanadapt,andtheywillbeginartifactcollectionontheirown.
Rationale
Thisstepisaimedatintroducingstudentstowhatconstitutesanartifact,and
organizationaltechniquestoproperlyarchiveartifactsthatcouldpotentiallybeusedin
theirowne-portfolios.Asstudente-portfoliosareusedprimarilytodemonstratethe
growthofastudentslearningjourneyovertime,artifactsshouldbecollected
continuously,asearlierartifactscanbecomparedtolaterartifactstofullyshowones
growth.Furthermore,artifactscanbeanyexampleofstudentworkandcancomeina
varietyofdifferentformats,including,butnotlimitedto:
Writtenpapersandassignments
Postersorotherartisticcreations
Videooraudioclips
Photographs
Trophiesorotherawards
Certificates
Journalentries
Instructorfeedback
Pamphletsandflyersfromworkshopsorevents.
Sinceartifactscancomeinavarietyofformsandneedtobecollectedandarchivedover
apotentiallylongperiodoftime,studentsmustbegiventoolsforstoringandorganizing
alloftheirworktopreventmisplacedartifacts.Furthermore,someartifactsmaybe
producedmonthsbeforetheyareusedinane-portfolioreflection,andalackof
organizationmaymeanthatpotentiallysuperiorartifactsmaybeforgottenand/or

passedoverforinferiorartifacts.Thus,themainobjectivesofthisseriesofactivitiesis
to:
Introduceanddefinewhatanartifactoflearningis.
Allowstudentstorecognizeitemsthatcouldpotentiallybeartifacts
Begindecidingonthefocusoftheirpersonale-portfolioandidentifyingpotential
artifactsthatcandemonstratetheirgrowthintheirchosenarea
Introducestrategiesandtoolsthatcanassistwiththecollection,storage,and
archivalofartifacts,namely
Useofofflinestorageoptions,oronlinecloudstorageoptions
Conversionofphysicalartifactsintodigitalformats
Useoffolderstoorganizeartifactsbasedonclassification
Useofspreadsheetsorotherdocumentationprogramstokeeptrackof
whereartifactsarestored(directory),andwhytheartifactsarepersonally
significantfordemonstratinggrowth.
OverviewofArtifactOrganizationalStrategy
Subfolderscansplitartifactsintospecificskillsorcompetencies,suchthatstudentscan
limittheirbrowsingtoartifactsthatmatch.Thisisnottheonlywaystudentscan
organizetheirartifacts.Subfolderscanbecreatedtoorganizebyevent,month,subject,
orevenbyimportance.Anunorganizedfolderfilledwithrandomfilenamesmaybe
ratherannoyingandfrustratingtolookthrough,especiallywhenlookingforonespecific
file.
Inadditiontothesubfolders,studentswillbetaughthowtonametheirartifacts,to
furtherprovideorganization.Aconsistent[YYYYMMDDBriefdescription(Eventor
locationifapplicable)]typeofnamingsystemfurtherorganizesartifactschronologically
andprovidesenoughinformationtolimitunnecessarybrowsingandopening.If
consistentenough,findingthecorrectfilecanbemadeeveneasierbyusingGoogle
Drivesfilesearchfeatureandkeywords,suchasevents.
Lastly,studentswillbegivenaspreadsheettemplate,inordertoproperlydocument
theirartifacts.Thespreadsheetwillmirrorinformationalreadygiveninthefilename,

suchasdate,briefdescription,fileformat,event,andfilelocation/directory.Themain
purposeofthespreadsheetisforstudentstorecordabriefsummaryoftheartifacts
importancefordemonstratingpersonalgrowthorconnectionstootherartifacts.Ifthe
studentwritesabriefreflectionforeachartifact,itlimitsthechanceforstudentsto
forgetaboutwhytheartifactisimportant,ortoforgetsmalldetails.Italsosupportstheir
writingofmoreformalreflectionswhenartifactsareincludedintheire-portfolio.Thus,
byhavinganimmediatereflectionsummarydoneatthemomentofartifactcreation,
studentscaneasilyscanthespreadsheettochoosetheperfectartifactfortheirpurpose.
LessonPlan:Step2(1lesson,30-35min+out-of-classhomeworkcompletion)
Objectives
Studentswillbeabletoidentifythediverseformsartifactscantake,andselect
objectsthatprovideevidenceoftheirgrowthorlearning.
Studentswillusecloud-basedwebsitestocollectandstorepersonalartifacts.
Studentswillutilizeapersonallycoherentmethodoforganizingtheartifacts
theyvecollectedovertime.
Assessment
TwoseparateGoogleFormswillbeusedduringthetwoactivitiesplannedforthisstep.
Theywillbeusedtocollectinformationabouttheirunderstandingofwhatartifactsare,
andhowartifactscanbestoredinanorderlyfashion.Theresponsestobothofthese
formsaremadepublic,sostudentscanself-evaluatetheirownunderstandingcompared
totheirpeersresponses.Furthermore,acheck-listwillbegiventothestudentsatthe
endofthelessontocompleteaftertheyvebeguncollectingandstoringpersonalartifacts
inordertoself-assessandpeer-assessprogressandorganization.
Self-AssessmentForm:PleaserefertoAppendixCforthestudentSelf-Assessment
Form.Makecopiesanddistributetothestudentsasnecessary.

Interactivity#1GoogleFormStudentQuestionnaire(10-15min)
OverviewofStudentTasks
Thegoalofthisinteractivityistoallowstudentstobegintheirconsiderationofatopic
fortheirpersonale-portfolio,whichtheywillhavecreatedbytheendofthisseriesof5
steps,andtobeginthinkingofthedifferentformatsartifactscancomein.Studentswill:
1. Explicitlystatethreepossibletopictheyareconsideringtoexploreusingtheir
e-portfolio,andtoselectone.Theirselectionwillbeusedfortherestofthis
project.
2. Considerthespecificartifactstheyhavethatcanbeusedtodemonstratetheir
specificareaofgrowth.Theywillbechallengedtothinkofbetweenfourdifferent
artifacts,eachinadifferentformat.
3. Submittheirresponsesto#1-2intotheprovidedGoogleForm.Theseanswerswill
bemadepublic,sostudentsshouldberemindednottosubmitinappropriateor
overlypersonalresponses.
4. Readthroughtheirpeersresponses,whichwillbevisibleaftersubmissionof
theirresponses,andidentify:
a. Thetopicthatsurprisedyouthemostandwhy?
b. Theartifactthatsurprisedyouthemostandwhy?
5. Recordtheanswerstothesequestionsontotheirself-assessmentchecklist.
Interactivity#2:CollectingandArchivingArtifacts/OrganizationalStrategy(20min)
Long-terme-portfolioprojectscanleadtotheaccumulationofahundredormore
potentialartifacts,eachrepresentingadifferentformofpersonallearningorgrowth.
Withoutproperorganizationanddocumentation,thestudentmaywastetimelookingfor
thatoneperfectartifactamidhundredsofunclear,improperlylabelledfiles.Thegoalof
thisactivityistointroducethreestrategiesforartifactorganization:subfolders,
filenames,andspreadsheetdocumentation.Studentswill:
1. AccessaprovidedexampleGoogleDrivefolderwithexampleartifactsalready

stored.
2. Analyzethesubfoldernamingstrategyusedintheexample.
3. Analyzethefilenamingstrategyusedintheexample.
4. Analyzethespreadsheetusedintheexampletodocumentartifacts.
5. Answerthefollowingquestionswhileperformingtheiranalysesin#2-4:
a. Theexamplefolderchoosestoorganizeartifactsbyboardgametitle.Why
wasthisorganizationalschemechosen?
b. TheexamplefolderusesaYYYYMMDD-Briefdescriptionofartifact(Event
orlocation)filenamesystem.Doyouthinkthisfilenameschemeworks?If
so,whyisthisschemeuseful?Ifnot,whatchangescanbemadetomake
thefilenameschemebettersuitedforyou?
c. Whatisthepurposeofthisspreadsheet?Whydoesthespreadsheetinclude
adescriptionofeachartifact?
d. Howcanthespreadsheetformatbeimprovedtosuityourneeds?
e. Willyoubeusingthisorganizationalstrategyforyourownartifact
storage?
i. Ifyes,why?Whataspectsofthisorganizationalstrategyare
powerfulanduseful?Whatmodificationswillyouusetobettersuit
yourneeds?
ii. Ifno,whynot?Describetheorganizationalstrategyyou'lluse
insteadofthisone.Whataspectsofyourownstrategyworkbetter
foryouthanthisstrategy?
6. EntertheanswerstothesequestionsintotheprovidedGoogleForm.These
answerswillbemadepublic,sostudentsshouldberemindednottosubmit
inappropriateoroverlypersonalresponses.
7. Readthroughtheirpeersresponsestofurthergainideasforhowtheycould
organizetheirownartifacts.

Interactivity#3:Homework:CollectingandArchivingPersonalArtifacts
Tobegintheprocessofpersonale-portfolioconstructions,studentsmustcollectartifacts
thatarepersonallysignificantandprovideevidenceofgrowth,aroundtheirchosen
topic.Thisassignmentwillaskthemtogohomeanduploadatleastsixartifactsbefore
theycanproceedtoStep3.Inaddition,studentsmuststoretheseartifactsinan
organizedmanner.Whendone.theywillself-evaluatetheirprogressandorganization
usingthesecondpartoftheSelf-AssessmentForm.Theywillalsoneedtoaskapeerto
checkovertheirSelf-AssessmentFormandartifactstorageandsignoffiftheyagreewith
whatispresented.

Step3:Reflections
Overview
DuringStep3,studentswillbeaskedtotakeatleastthreeoftheartifactstheyhave
collected,andbringthemintotheirGoogleSitese-portfoliofromStep1,orstartanew
GoogleSitese-portfolio.Theyaretocreateatableofcontentssothattheycancomplete
somepreliminarygoalsettingandorganizetheirselectionsintothreethemesthat
demonstratetheirreasoningforselectingthoseartifacts.Finally,theyaretodescribe
andreflectonwhatlearningoccurredduringtheactivityrepresentedbytheartifact.
Thisstepbuildsontheirworkincollectingandorganizingartifactsbyaskingstudentsto
activelyreflectonwhattheirartifactsmeantotheirpersonalgrowth,aswellas
preparingthemforthefollowingactivitiesofgivingandreceivingfeedback,and
ultimately,creatingasummativeartifactandoverallreflection.
TheexamplesinStep3comefrom"Albert'sE-Portfolio",anonlinee-portfoliomadefor
thiscurriculumguide(Bangma,n.d.).Theoriginalscanbefoundat
https://sites.google.com/site/bangmaalbert/home.Thereisalsoavideo,wherethe
e-portfolioispresentedandexplainedtostudentsonYouTubetitled"ePortfolio
explained"athttps://youtu.be/Xu0eMQTvbUA(Bangma,2017)forfurtherreference.
Rationale
ThePowerofReflections
Thekeytoasuccessfule-portfolioarethestudentsreflections.E-portfoliosencourage
personalreflectionandofteninvolvetheexchangeofideasandfeedback.(Lorenzoand
Ittelson,2005)Muchoftheworkincreatinge-portfoliosfocusesontheselectionprocess
oftheartifacts,andthereflectionprocess,whereastudentactivelyassessestheirown
learningandgrowthwhentheycreatedtheartifact(Barrett,2000).Thisfocuson
reflectionsallowthestudentstoincludelearningduringtheprocessaspartoftheir
assessment,regardlessofthestateofthefinalproduct,makingroomforrisk-takingand
realproblemsolving.Whetherornotthefinalproductisatotalsuccess,thereflections
givetheteacherconcreteevidenceoflearningandgrowthduringtheprocessofcreation
thattraditionalassessmentstrugglestoincorporate.

GoalSetting
Studentsshouldincludedboththecoursegoalsandpersonalgoals.Researchsupports
theideathatwhenstudentsincludepersonalgoalsintoane-portfolio,theyaremore
engaged,anditismorelikelytheprojectwillcontinuebeyondthecourse(Beckers,et.al.,
2016).Thegoalscanbealignedwiththeoveralllearninggoalsofthisproject,or,ideally,
gobeyondthisprojecttoincludetheirgoalsaroundtheirpersonaldevelopmentinthe
hobby,activity,areaortopictheyhavechosentoexplore.
FrontPage
Thefrontpageshouldgivealistofartifacts.Thisisareflection/presentation/showcase
e-portfolio,asmostoftheactivitiesgeneratingtheartifactsarecompletedpriortothe
assignment,therefore,artifactsshouldbeorganizedbythemetofacilitateoverall,
retrospectivereflectionsattheendoftheprocess(Barrett,2011).Ifthiswasaprocess
e-portfolio,wheretheywerecreatingtheartifactsaspartofongoingactivities,these
wouldbelistedinreversechronologicalorderfromwhentheywerecompletedand
uploaded.
Reflections
Thereflectionshavebeenseparatedintotwosections:descriptionsandreflections.
Thereisatendencyforstudentstowritedescriptivenarratives,ratherthancritical
analysisandmeta-cognitiveexplorations(Yang,et.al.,2016).Dividingthereflectionsinto
twoparts,DescriptionandaReflections,mayhelptoalleviatethisconcernbymore
clearlyseparatingdescriptivenarrativesofthecreationprocessfromreflectionsonthe
learningthisprocessdemonstrates.Studentsmaystillhavetroubledecidingwhatto
includeintheReflectionssection,andsomewritingpromptsmaybeneeded.Karen
Barnstable(2010)hasaverygoodsetofquestionsthatmaypromptstudents.For
example,"Wereyourideasgoodorbad?Wouldyoumakerevisionstochangesifyou
hadtodoitagain?Explain."
(https://kbarnstable.wordpress.com/2010/01/05/basic-student-reflection-questions/).
Studentswillneedsomescaffoldingtobeabletoreflectontheirlearningwith
confidenceandcriticaldepth.Reflectionsarenotnaturallyintuitiveandneedsome
directteachingandguidancetobesuccessful.
Itisimportanttoremindstudentsthatreflectionsareabroadtermthatencompassthe
entiretyofBloomstaxonomy,andcanbefocusedonlearninginthepast,new
awarenessinthepresent,orideasforfuturegoalsorrevision(Barrett,2011).Feedback

needstoclearlydistinguishwhichaspectsofreflectionswereachieved,tosupport
students'understandingofdepth,evaluation,andotherkeyreflectiveterms;feedback
alsoshouldgiveideasforpossiblenextstepstogofurtheranddeeperintheirreflections.
KennyGibbs(1998)cycleofreflections
(https://sites.google.com/site/reflection4learning/models-of)maybeagoodideato
exploreina'just-in-time'mini-lessonaroundreflections,orPeterPappas'(2010)
adaptationofBloomstaxonomyappliedtoreflections
(http://peterpappas.com/2010/01/taxonomy-reflection-critical-thinking-students-teachers-
principals-.html).Whateverstrategyisused,themoreclarityaroundtheexpectationsfor
reflections,themoremeaningfulandcriticalthereflectionswillbe.
LessonPlan:Step3(1lesson,75min.,finalactivitycompletedindependently)
Objectives:
Studentswillrepresenttheirlearning,andtellhowitconnectstotheir
experiencesandefforts.
Studentswillreflectonandevaluatetheirthinking,products,andactions.
Studentswillpresentinformationclearlyandinanorganizedway,using
technology.
Studentsuseavarietyoftechnologiestopresentartifactsoflearning.
Assessment
Studentsshouldbegivenfeedbackonatleastthreeoftheirartifactsandreflections.The
feedbackshouldclearlydistinguishstrengthsandnextstepsforboththeartifactandthe
reflections,withclarityabouthoweachinformsandsupportstheother.

EXAMPLEOFPOSSIBLETEACHERFEEDBACK
Itisalsorecommendedthatstudentsbegivensomeformativeevaluationsifthefinal
activityisgoingtobeasummativeevaluationforasummativemarkorlevel.Thiswill
preparethemforthefinalassessmentandhelpthemseewheretheyneedtoimprove
andhelpthemmeasurethemselvesagainsttheassignmentcriteria.Alternatively,aself
orpeerassessment,usingthecriteriaforassessment,couldbeusedtopromote
meta-cognitiveskills,withsomefeedbackfromtheinstructoronthesuccessoftheir
evaluations.
Rubric:ContentSpecificCompetencies
Category: Developing: Proficient: Advanced:
Artifacts& Includes3artifacts,with Includesmorethan3 Includesmorethan3artifacts

Reflections descriptionsand artifacts,withcomplete, thatarecomplex,withdetailed
reflectionsforeach detailed,reflections andcriticalreflections
Useof All/Mostartifactsuse Thereareusesofseveral Thereareusesofadvancedand

Technology similartechnologiesand differenttypesof sophisticatedtechnologyand
aresimple technology,usingdesign designprinciplesand/ornew
principles creations
Themes& Artifactsarenotclearly Artifactsareorganized Artifactsareorganizedintoclear

Organization organized,and/orthe intologicalthemesand themesthatbuildtoaunified
portfolioisnot thereisaTableof overallreflectionthatdoesnot
organizedusingaTable Contents simplyrepeatearlierreflections
ofContents

Interactivity#1(seetheexemplarhttps://sites.google.com/site/bangmaalbert/home)
1.Studentsshouldcreatea'frontpage'totheire-portfoliothatliststheirgoalsforthis
e-portfolioproject.Thesegoalsshouldbeco-constructedwiththestudents,andinclude
someacademicgoals(ie/Iwillknowhowtocreateane-portfolio.)andsomepersonal
goals(ie/IwilllearnmoreaboutahobbyIenjoy.).(10-15min)
EXAMPLEOFPOSSIBLEGOALSANDPURPOSES:
2.Studentswillselectatleastthreeoftheirartifactstoexplorefurtherusingreflections.
Theyshouldlookthroughtheircollectionofartifactstryingtoidentifythemesor
commonalities.Then,theyshouldselectsomeoftheartifactsthatbestrepresentor
expressthosethemes.(10min)
3.Studentswilladdtotheir'frontpage'bycreatingatableofcontentsfortheirselected
artifacts,organizingtheirselectionsintothemesthatreflecttheirreasonsforselecting
theartifacts.(5min)
EXAMPLEOFATABLEOFCONTENTS:
4.Studentswillloadeachoftheirselectedartifactsontoaseparatepageandadda
descriptionandareflectionforeachartifact.Theymayonlybeabletoaddahyperlink
totheartifact,oraphoto,however,thereshouldbesomeconsiderationpaidtothe
qualityandpresentationoftheartifact,centeredarounddesignthinking,aswellas
considerableattentionpaidtocreatingdeeper,morecriticalandinsightfulreflections
abouttheirlearningandpersonaldevelopment.(45-50min)
Seehttps://designthinkingforeducators.com/design-thinking/formoreinformationon
designthinking.

EXAMPLEOFAPROFICIENTARTIFACTANDREFLECTION:
Foravideoexemplarofwhatapersonale-portfoliomightlooklike,avideoofamostly
advancede-portfoliohasbeencreatedforstudentsathttps://youtu.be/Xu0eMQTvbUA.
ExtensionActivitiesandAssessmentStrategies(Optional)
(5.)Feedbackshouldbegivenearlyandoftenaboutboththequalityoftheartifact,and
thedepthandqualityofthereflections,goingbeyonddescriptivenarratives.Encourage
studentstore-doand'fix'theirsubmissions,perhapswiththemevenre-doingthe
activitywiththepurposeofrecordingtheirimprovedunderstanding.Studentscouldbe
pointedtotherubricwheretheyareaskedtodomorethanthreeartifactsto
demonstratebothproficientandadvancedlearning,andareaskedtomakenew
creationstodemonstrateadvancedlearning,toencouragegreaterinitiative.Asking
studentstore-doartifactskeepsthefocusontheprocessoflearningandgrowth,rather
thanonbeing'done'.
(6.)Studentscouldbeaskedtogivefeedbackand/orevaluationstotheexemplarfoundat
https://sites.google.com/site/bangmaalbert/home.Alternatively,theycouldbeaskedto
matchthefeedbackand/orevaluationsprovided(AppendixD)withthecorrectartifactin
theexemplartoencouragemoreactivemeta-cognitivefocusedreflections.

Step4:Connection/Interaction/Dialogue/Feedback
Overview
Sofarintheproject,studentshaveregularlyexercisedtheirtechnicalexpertise,
accumulatedartifactsofsignificance,anddevelopedreflectionsabouthoweachofthese
artifactshaveimpactedthem.InStep4,theartifactsandreflectionstheyhave
accumulatednowmustundergoapeerreviewsothatstudentshaveanopportunityto
sharetheirworkwithothersandbenefitfromtheobservations,commentsand
questionsofferedbyothers(Yancey,2015).Whenthee-portfoliosthestudentsare
developing,astheirintroductiontothee-portfolioprocess,arecentredaroundtheirown
interestareasarethensharedwitharealaudience,theirclassmatesandanypotential
widerdigitalaudience,thereisatangibleriseinthestudents'vestedinterestincreating
somethingmeaningful(Gallagher&Poklop,2014).
Studentswillbesharingtheirartifacts,usingprogramsthatallowWeb2.0interactive
tools,commentingpurposefullyoneachothersartifactsandreflections,andconducting
peerassessmentofworkinge-portfolios.Theirlearningwillbeassessedbypeersandby
thestudentsthemselvesinaself-assessmentbasedonhowwelltheyhavemetthe
learningobjectives.Ifthereisapreferencebyeducatorstooverseetheassessment,
ChangandWu(2012)indicatethatutilizingrubricscanhelpensureconsistencyin
gradinge-portfoliosastheycanensurereliabilityandvalidityine-portfolioassessment.
Rationale
Electronicplatformsandsocialmediainthe21stcenturyutilizefeedbackand
communicationtoolssothatthereisdialogueandinteractionbetweenuserswhooccupy
thesamespace.Thisinteractionandfeedbackallowsforthecommunicationofideas,
questions,clarityandfurtherinquiry.Intraditionalclassrooms,educatorsoften
structurepeerassessmentandinteractionforstudentstofurtherdeveloptheirideas.In
creatinge-portfolios,thepossibilitiesforinteractionincreasedramaticallyinscope.
E-portfoliosneedtorepresenttheprocessofcontinuedlearning(Yancey,2015).This
deeperleveloflearningrequirescollaborationwithotherstodevelopadeeperlevelof
reflection.

LessonPlan:Step4(2lessons-150min.)
Objectives:
Studentswillbeabletoprovidepurposefulfeedbackonpeerportfolios.
Studentswillbeabletomakeconnectionsoutsideoftheclassroomusingasocial
mediaplatformoftheirchoice.
Studentswillbeabletoreflectandintegratefeedbacktodevelopwellthoughtout
reflections.
Interactivity#1(1lesson-75minutes)
SpecificObjectives:
StudentswillbeabletoprovidepurposefulfeedbackusingGoogleDocsor
YouTube.
Studentswillbeabletoassesstheirpeersportfoliosusingasetrubric.
Studentswillbeabletoextendthecommunicationbeyondasingleresponse.
Assessment:
a)PeerRubric(FormativeAssessment)-Studentswillassesseachotherse-portfolios.
b)Self-Assessment(FormativeAssessment)-Studentswillassessthemselves.
Tasks:
1.DuringthefirstpartofStep4,studentsmustuploadtheirbestthreeartifactsand
reflections.Theywillbeforminggroupsof3-4withintheirclassroomenvironmentand
utilizingGoogleDocuments,YouTubeoranotherWeb2.0mediasharingplatformto
sharetheirartifactsandreflectionswiththeirpeers.Theseplatformsallowforthe
authorofthee-portfoliotoviewthecollectiveopinionsandcommentaryoftheir
classmatesinawaythatgoesbeyondatraditionalclassroomsetting.Thesecomments
allowforpurposefulreflectionastheauthorscanreview,re-readandposepotential
challengestogeneratedialogue.Studentsarefreetoextendandaddontoother
comments.Thegoalofthisactivityistogenerateformalcommentsthatquestionand
developotherstudent'se-portfoliosinanasynchronousenvironment.

Tostart,studentsarerequiredtopostaminimumofonecommentperentryandare
providedsomeguidingquestionstoprovideastartingpointastowhatkindofcomments
theyshouldbedeveloping.Astheyaddontoeachotherscommentsandthisbecomesa
habit,theywillbemuchmoreconfidentinprovidingformalfeedback.Thegoalofthis
activityistomakepurposefulcommenterstodemonstratetheyarenotsimplyreading
theirclassmateswork,butactivelyquestioningandseekinggapsthatarenotclear.They
arethentaskedwithrespondingandextendingtheconversation.Itisthisinteraction
andfeedbackthatisvitaltothee[portfolioprocess;itisthiscontinueddevelopmentthat
musttakeplaceduringthee-portfoliocreationprocesstomaketheprocessthefocusof
learning,ratherthanthefinalproduct.
Rubrics
Eachmemberofthegroupmustevaluateeachmemberspresentportfolioqualityand
currentlevelbycompletingthisrubric.Thiswillthenbehandedbacktothememberit
belongstoforfeedbackandreflection.
PeerPortfolioRubric
Name:
Developing Proficient Advanced
Artifactsand Acoupleartifacts Allthreeartifactsare Allthreeartifactsarepresent

Reflections arepresent.Afew present.Somereflections andreflectionsclearlyexpress
Content sentenceshave aredeepandmeaningful, thewaystheartifacthas
beenwrittenfora detailingtheartifact impactedtheuserindeepand
generalreflection. impactontheuser. meaningfulways.
Technical Allartifactsare Artifactsrepresentsome Artifactsreflectedthroughan

skills onetypetext, variationinmultimodal appropriateselectedmediaand
visualsorvideos. media. demonstrateusersabilityto
effectivelyusethismedium.
Themes Artifactsand Artifactsandreflection Artifactsandreflectionsoverall

reflectionare havesomeunifying piecetogetherandoutlinethe
randominscope. theme. collectiveimpacttheartifacts
havehadontheuser.
GeneralComments:
Studentsnowmustself-assessthecommentstheyhavemadeoneachothersartifacts
andportfoliosholisticallyusingtheprovidedrubric.Theyaretaskedwithassessingif

theircommentswereinsightfulandcritical.
Self-AssessmentofFeedback/Comments
Name:
Communication Iwasabletomakea Icancommunicate Icommunicateclearly

fewcommentsonmy usingtwodifferent usingvariousmedia
groupmembers mediaplatforms. toolsavailable.
artifactsand
reflections. Iamabletomake Icommunicate
insightfulcomments effectivelytoengage
Icancommunicate ongroupmembers myaudience.
usingonetypeof artifactsand
media. reflectionsusingthe Icommunicatewith
platformsmedia theintentionof
tools. extendingthe
conversationbeyond
theparametersofthe
reflection.
CriticalThinking IcanshowifIlike Iaskopenended Icanmake

somethingornot questionstoprompt well-reasoned
furtherdiscussion judgmentsand
Icananalyzemyown andreflection. considerations.
biaseswhenviewing
otherstudentwork. Iamabletoidentify Icanevaluate
theimpacteach perspectives,opinions
artifacthashadonits andfacts.
owner.
Comments:
2.Peer-Assessment:Attheendofthisactivity,studentswillbetaskedwithcompletinga
rubricontheoverallworkinge-portfoliostheyhaveviewedandcommentedon.The
purposeofthispeerassessmentistohelptheauthordeterminehowwellthoughtout
andpresentedtheirworkis.Thisisgivenbacktotheauthorofthee-portfoliototakein
andreflecton.
3.Self-Assessment:Afterreadingthroughallgroupmembersartifacts,reflectionsand
theirrespectiveclassmatescomments,theyarethenaskedtoself-assessthemselveson
thequalityoftheircommentsusingthecompetenciesofcommunicationandcritical
thinking.

Interactivity#2(0.5lessons,30minutesabletoextendoutsideclassroomhours)
SpecificObjectives:
Studentswillbeabletomakeconnectionsoutsideoftheclassroomusingasocial
mediaplatformoftheirchoice.
Studentswillbeabletoactivelyreflectoncontentthatotherpeoplefromaround
theworldhaveuploaded.
Assessment
StudentswillprovidescreenshotsoftheirinteractionsanduploadthemontoGoogle
Slideswithtranscribednarrationandreflectionaboutthesignificanceofthesocial
mediainteractionandwhattheylearnedfromreceivingcontentandfeedbackaspartof
theirworkinge-portfolio.
1.Ane-portfolioishostedonlineandthepotentialforanaudienceoutsideofthe
classroombecomespossiblethroughthismedium.Inthisactivitystudentswillbetasked
withusingasocialmediaplatformtoaccessanoutsideaudiencetoreceivesome
feedbackandcommentaryonanartifactoftheirchoice.Usinga#symbolandthename
ortermsusedfortheirartifact,theuserwilllooktopostsomethingtheyhavelearned
withtheuseoftheobjectandlooktoseewhatgeneratesfromtheirpost.Thismay
involvetheirpostbeinggroupedwithothersusingthesamemonikerorindividuals
respondingandaddingtothestudentpost.Studentsmayplayapassivesocialmedia
userdocumentingwhatotherpostingsrelatetotheirownpostorpageoranactive
generator-continuingtoaddontotheirpost,repostandcurateothersocialmedia
contenttoextendtheconversation.
Itisimportantforstudentstohavesomemeasureoffreedomwithhowtheywouldlike
toshapetheirsocialmediaprofiles.Thisactivityprovidestheinitialrequirementsand
guidesstudentsinmakingtheoriginalpost,butitisuptothestudentstocultivateand
developdeepermeaningthroughcontinuedfollowupandextensionofany
conversations.Thisactivitygreatlyexpandstheaudience,withpotentialinteractions
withusersofvariousages(Yancey,2015).Theywillbeaskedtoprovidescreenshotsof
theseinteractionsanduploadthemontoGoogleSlideswithtranscribednarrationand
reflectionaboutthesignificanceofthesocialmediainteractionandwhattheylearned
fromreceivingthiscontentandfeedbackaspartoftheirworkinge-portfolioasanew
artifact.Thisisthefirstpartofthee-portfoliowherestudentsarepotentiallyputting
personalinformationaboutthemselvesinapublicspace.Aswithallschooldistricts,

institutionsandorganizations,itisimportanttoremindstudentstherulesabout
navigatingsocialnetworkingsitessafelyandsecurely.Thismayincludeinformation
aboutdigitaltattoos,digitalfootprintsanddigitalidentities.Asalways,pleaseproceed
withtherulessetbyyourschoolororganization.
Interactivity#3(0.5lessons,30-45minutescanextendoutsideclassroomhours)
SpecificObjectives:
Studentswillbeabletothoughtfullyandcriticallyreviseoneoftheirreflectionsbasedon
thefeedbackreceivedbothfrompeersandfromoutsidesources.
Assessment
Thisactivityisapreliminarysteptothefinal'overallreflection'andwillbeassessed
formativelybytheteacherintheon-goingobservationsandconversationsbetweenthe
teacher,thestudentandthelearningcommunity.
1.Continuingthefocusontheprocessoverproducts,theusersmustnowintegrateand
reflectonboththeirclassmatescommentsandsocialmediainteractiontoredevelop,
reflectandrevisetheire-portfolioartifacts,reflectionsortheentiree-portfolioitself.
Theymayfurtherengageindialogueifsomethingwasnotcleartothembuttheyarenot
requiredto.
Theirrevisede-portfoliosshoulddemonstratetheimpacttheirconnectionand
interactionwithusers,bothinsideandoutsideoftheclassroom,havehadontheirown
thinkingandhowithasalteredthedirectionoftheire-portfolio,artifactsorexisting
reflections.Studentswillbeprovidedarubricthatbothstudentsandteacherswilluseto
determineiftheire-portfoliosareultimatelydevelopedmeaningfully.
Rubric
Thisrubricwillbeusedbothbythestudentandtheteacher.Itisalmostexactlythesame
astheoriginalpeerone,withtheshowcaseitemaddedonasacategory.Bothteacher
andstudentreviewthepresente-portfolioandassess.Theyshouldthenhavea
conversationandcompareresults,explainingdifferencesintheirevaluationswhere
theyappear.Thisisaformativeassessmentasawholeforthee-portfoliobutcancount
asasummativeassessmentforStep4.

Teacher/Self-AssessmentRubric
Name:
Artifactsand Acoupleartifactsare Allthreeartifactsare Allthreeartifactsarepresent

Reflections present.Afew present.Some andreflectionsclearly
Content sentenceshavebeen reflectionsaredeep expressthewaystheartifact
writtenforageneral andmeaningful, hasimpactedtheuserin
reflection. detailingtheartifact deepandmeaningfulways.
impactontheuser.
Technicalskills Allartifactsareone Artifactsrepresent Artifactsreflectedthroughan

typetext,visualsor somevariationin appropriateselectedmedia
videos. multimodalmedia. anddemonstrateusers
abilitytoeffectivelyusethis
medium.
Themes Artifactsandreflection Artifactsand Artifactsandreflections

arerandominscope. reflectionhavesome overallpiecetogetherand
unifyingtheme. outlinethecollectiveimpact
theartifactshavehadonthe
user.
Showcase Demonstratessome Reflectionshowsgreat Userhasgoneaboveand

inclusionoffeedback integrationof beyondtocreatea
forrevisionand feedbacktoproduce transformativepieceof
changeshavebeen newandmeaningful writingthatclearly
madeaccordinglybut thoughtprocesses.Itis representsadeepconnection
hasnotyet clearlytheshowcase totheartifactusingfeedback
demonstrateddeeper artifact. gainedfrompeers.
levelreflection.

Step5:OverallReflections
Overview
Atthisstagetheformative,process-orientatedstagesofthee-portfolioarecomplete.The
finalstepistotrytoencapsulatethesummationoftheirlearningthroughtheprocessof
creatingthee-portfolio.Overallreflectionsaresometimescalledreflectionsinthepast
tenseorretrospectivereflections(Barrett,2011);asopposedtoprocessreflections
completedinStep3,retrospectivereflectionsfocusonhowtheselectionofartifacts,and
thepreviousreflections,havemetthecriteria,standards,goalsand/oroutcomesofthe
periodoflearning(Barrett,2011).Ideally,thestudentsthemselveswouldbecreatingthe
criteriaforassessingwhat,andwhether,theyhavelearnedinthecourseofstudy
(Gallagher&Poklop,2014).Overallreflectionsaregearedtowardsasummative
expressionoflearningthathasalreadytakenplace,andcouldbeusedtowards
generatingsummativeevaluationmarks,levelsorpercentages.Thistaskasksstudentsto
selecttheartifactthatbestexemplifiestheirlearningoverthecourseofmakingthe
e-portfolio,andtowriteanoverallreflectionoftheirlearning.
LessonPlan:Step5(1lesson,75min+athomecompletion)
SpecificObjectives:
Studentswillbeabletorepresenttheirlearning,andtellhowitconnectstotheir
experiencesandefforts.
Studentswillbeabletoreflectonandevaluatetheirthinking,products,and
actions.
Assessment
Theselectionoftheirfinal,showcaseartifact,andtheirfinal,overallreflectionismeant
tobeasummaryofalltheirlearninguptothispoint.Muchofthelearningprocess,
reflecting,feedbackandexperimentationprocessshouldbecompletedatthispoint.The
focusofthesetwofinalpartsofthee-portfolioshiftsawayfromaprocess-orientationto
aproduct-orientation.Thesetwofinalproductsshouldbeproofofthequalityand
quantityoflearningthathastakenplace.Therefore,thisistheoneareaofane-portfolio
wheresummativeassessmentoflearningmighttakeplace.

Rubric
Ideally,thefinalrubricwouldbeco-constructedwiththestudentsthroughaprocessof
reflectingonthevariousgoalsandassessmentsduringtheproject.Bythispointinthe
process,studentsshouldhaveaclearideawhatareasoflearningtheyhavebeen
workingtowards.Someofthesewillbemoreproductfocussedaroundhavingan
e-portfolio,artifactsandcompletedassignments,however,muchofthecategoriesinthe
rubricshouldincludevariousskills,suchasorganizationanduseoftechnology,aswell
ascriticalandmeta-cognitivethinking;thisassessmenttoolorrubricshouldusethe
languageofthestudentstoexpresstheseideas.Thefollowingaresomeexamplesof
possiblecategoriesandtheirlevels:
Category: Developing: Proficient: Advanced:
Communication Iunderstandandshare Iacquiretheinformation Iacquire,criticallyanalyse,

basicinformationabout Ineedforschooltasks andintegratewell-chosen
topicsthatareimportant andformyowninterests, informationfromarangeof
tome. andpresentitclearly. sources.
Communication Irecountandcomment Igive,receive,andacton Iacceptconstructive

oneventsand constructivefeedback. feedbackanduseittomove
experiences. forward.
CriticalThinking Icantellorshow Icanassessmythinking Icanexaminemythinking,

somethingaboutmy andhowitischanging. seekfeedback,reassessmy
thinking. work,andadjust.
Application Ishowpartialcontrol Ishowunderstandingof Ishowunderstandingand

andunderstandingof theformsand controloftheformsand
theformsand technologiesIuse. technologiesIuse.
technologiesIuse.
Interactivity#1(seetheexemplarhttps://sites.google.com/site/bangmaalbert/home)
1.Co-createarubric,orsetofstandards/successcriteria,basedonclassdiscussions,and
theworkcompletedsofar(seeexampleabove).Studentsmayneedarefresherlessonon
Bloom'staxonomy,orsomeotherrelatedideasaroundhowtohave'deeper'reflections.
(10-15min)
2.Thestudentschooseoneartifacttore-do.Thisartifactdoesnothavetobetheirbest
artifact,andprobablyshouldnotbe,sothattheycandemonstratemorefullywhatthey
havelearnedfromthereflectionandfeedbackprocess.Thisfinalartifactshould
demonstrateawiderangeoftheirimprovedskillsandabilitiesatartifactcreationand

presentation.(60-65min)
See"RacefortheGalaxyBoardGameTalkthrough"foranexampleofare-do:
https://youtu.be/6KVk2JUIyik(Bangma,2017).
See"RacefortheGalaxy"fortheoriginalartifact:https://youtu.be/nLNjvpdmip0
(Bangma,2017).
3.Thestudentswriteafinalreflection,intwo-parts:
a)Areflectionandexplorationoftheirfinalartifact,andhowitdemonstrateshowthey
havemetthelearninggoalsandstandardsthatwereco-created.Thisshouldreference
otherpartsorprocessesinthee-portfoliocreationprocessandhowtheyinformedthis
finalartifact(canbebeguninclassandcompletedathome).
b)Anoverallreflectionontheirlearning.Thisshouldhavesomereflectiveelementson
themajorlearningmomentsandinsights,aswellasfuturereflectionsaboutwherethey
plan,orareable,togonextwiththeirlearning(canbedoneinclassorat-home,either
before,during,oraftertheartifactreflections).

Assumingarubrichasbeencreatedorgiventothestudentspriortothisfinalactivity,
Step5wouldserveasanacceptableplacetodoanysummativeassessment,asallthe
processlearningshouldhavebeenmostlycompleted,orattheveryleast,anyneeded
learningshouldbecleartothestudentandarticulatedintheiroverallreflection.

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APPENDICES
AppendixA:ShortHistoryofPortfoliosande-Portfolios
E-portfolioshavedevelopedovertimefromthepaper-basedportfoliosbeingusedat
universitiesinthe1980s(Kahn,2014).Theyhavebeencategorizedasanalternative
assessmenttool,beinganalternativetothetraditionaltoolswhichcanincludemultiple
choiceexams,essaysorwrittenassignments(Barrett,2001).Thesetangibleportfolios
housedexamplesofstudentlearningandportfoliosarestillusedinsomedisciplinesand
industriesprofessionally.Themovetoadigitalspacewasmadepossiblewith
advancementoftechnologyandtheneedforprogramstorepresentstudentlearning
(Kahn,2014).Barrett(2001)indicatedthattheemergenceofelectronicportfolios
developedintheearly1990swhereeachportfoliocouldbereadelectronicallyorby
meansofcomputerorvisualsourcessuchasaVCRorCDrom.Theseportfoliosall
followedguidelinesorwerecateredtowardslearninggoalsandthetransitiontoan
onlinedigitale-portfoliosoonfollowed(Barrett,2001).

AppendixB:Processofe-PortfolioCreation
1. General
a. Definition
i. Identifythepurposeoftheportfolio
ii. Identifytheaudiencefortheportfolio
1. peers
2. parents
3. college
4. employer
iii. Identifythelearneroutcomegoalsorstandards
iv. Identifytheresourcesavailable
1. time
2. hardwareandsoftware
3. technologyskillsofstudents/teachers
b. Assembly
i. Identifythecontentandtypeofevidencetobecollected
1. determinedbyassessmentcontextandstandards
ii. Selectthemostappropriatesoftwaredevelopmenttools
1. basedontheportfoliocontextandresourcesavailable
iii. Identifythestorageandpresentation/publishingmedium
1. offlineoronline
2. determinedbyaudience
iv. Gathertheartifacts
c. Reflection
i. Recordself-reflectiononworkandachievementofgoals/standards
ii. Recordexternalfeedbackonworkandachievementof
goals/standards
d. Presentation
i. Finalreviewandeditingoftheportfolioforexternalaudience
ii. Shareorpublishtheportfolio
e. Evaluation
i. Evaluatetheportfolioseffectivenessinlightofitspurposeandthe
assessmentcontext

AppendixC:Step2StudentSelf-AssessmentForm
Step2Self-AssessmentForm
Part1a:CompletethefollowingquestionsafterfinishingInteractivity:ArtifactSurveyand
Questionnaire.
Fromyourpeers'responsesintheGoogleForm,whiche-portfoliotopicsuggestion
surprisedyouthemost?Why?
Fromyourpeers'responsesintheGoogleForm,whichartifactsuggestionsurprisedyou
themost?Why?
Part1b:CompletethefollowingchecklistafterfinishingInteractivity:ArtifactSurveyand
Questionnaire.
Ihavedecidedonatopicformye-portfolio.
Describeyourtopic:
IhavecomeupwithatleastfourdifferentpotentialartifactsIcanusetodemonstrate
mygrowthinmytopicofchoice.
Describeyourpotentialartifacts:
Part2a:CompletethefollowingchecklistafterfinishingHomework:Collectingand
ArchivingPersonalArtifacts.
Iwillbeusingthefollowingstoragelocationforallofmyartifacts(checkallthatapply)
GoogleDrive
MicrosoftOneDrive
Dropbox
USBdriveorotherlocalstorage(offline)
YouTube
Vimeo

Other(Nameall:________________________________________)
Ihaveuploadedatleastsixpersonalartifactstomystorage.
Ihaveseparatedmyartifactsintosubfoldersbasedonasetofcategories.
Describeyoursubfoldercategories:
Ihaveconsistentlynamedmyartifactsbasedonafilenamescheme.
Describeyourfilenamescheme
Ihaveusedaformoforganizeddocumentation(suchasaspreadsheet)tokeeptrack
ofallmyartifactsandtheirpersonalimportance
Describeyourorganizeddocumentation
Ifanyoftheabovethreearenotchecked,explainwhyyoudecidednottouseeach
uncheckedorganizationalstrategyanddescribehowyouwillbekeepingyourartifacts
organized.
HaveapeerlookoveryourresponsesthisSelf-AssessmentForm,andallowthemtolook
throughyourstoragefolder.Iftheyfeelyourartifactcollectionanddocumentation
matcheswhatyouvewritten,theywillsignoffbelow.
PeerName:__________________________ PeerSignature:______________________

AppendixD:MatchingTask(Step3)-optionalassignment

Studentscouldbeaskedtomatchtheartifactintheexemplartoeachofthefeedback
statementsand/orevaluationstatementsbelow:
Theme#1:BeingCreativewithBoardGame-
a)1photoofmyhome-madeversionofTichu(cardgame)
EXAMPLEOFPOSSIBLEFEEDBACK:
-Itsoundslikeyoulearnedalittlebitaboutyourselfthroughthisproject,andgota
goodlookingcardgameoutoftheprocesstoo!
-Foryourreflection,youcouldconsiderspendingmoretimetalkingabout:
a)yourdesignchoices-Areyouhappywiththem?Wouldyoudosomethingdifferent
ifyouhadtodoitagain?
b)yourgrowthasaperson-Haveyougottenintomoredisagreementswithother
usersonBGG?Didyoulearnalessonaboutrudenessandchangeyourbehaviourafter
thisencounter?
-Ienjoyedthereflectionandthestory,andthecardslookgreat,buttrytogoalittle
deeperintolessonsyoulearnfromyourexperiences.
-Greatcitationformat!
EXAMPLEOFPOSSIBLEEVALUATION(MARKING)
Thisisa"Developing"reflection,veryclosetoa"Proficient"reflection.Thereasonis
becauseitismostlyanarrative(storytelling)andlistofwhatyoudidandwhy,rather
thantellingthereaderwhatyoulearnedandwhy.Thereisalotofevidenceofeffort,
andgrowthasaperson,whichmakesitalmostProficient.
Theme#2:LearningaboutBoardGames-
a)2sessionreportsdescribingmyfirsttimeplayingWaroftheRingsonmyown
EXAMPLEOFPOSSIBLEFEEDBACK.
Thisisaverygood,quitelong,reflectionthattalksaboutalotofdifferentthings:your
learningprocess,yourwritingprocess,andyourfeedbackfromotherplayers.I
particularlylikehowyougaveexamplestosupportyourideas,andhowyouwrote
severalsmallparagraphs(goodorganization)ratherthanonelongparagraph.

Readingthesessionreportsandtheotherplayer'sfeedbackwasinteresting.Itseems
likeyoureallyhavetoknowthegametounderstandwhatyouaretalkingabout-abit
confusingtooutsiders-butaveryusefulexercisetolearnthegameanditsmanyrules.
EXAMPLEOFPOSSIBLEEVALUATION(MARKS)
Thisreflectionis'Advanced'.Ittalksaboutyourfailures,showinglearningfornext
time,ittalksabouthowandwhydifferentlearningtasks(likewatchingthevideo)

werehelpful.Italsodemonstratedthatyouunderstandhowreflection,bothinthis
reflectionandinthesessionreport,canbealearningtoolitself.Verywelldone.
Theme#3:PlayingBoardGames-
b)1videoofmeplayingRacefortheGalaxyonlineandtalkingthroughmythinking
EXAMPLEOFPOSSIBLEFEEDBACK
Interestingidea.Itisalwaysgoodtowatchyourselfonvideo.Youoftenseethingsyou
don'tnoticeasitgivesyousomeobjectivityaboutyourself.Intermsoftheartifact,the
soundqualitycouldhavebeenbetter,orspeakinglouder,andthegamefeltalittle
rushed,butitwasagoodvideoandprettyclear.Maybeaquickintroductiontothe
gamewouldhavemadeiteasiertounderstand,andthensomeeditingtoincludeonly
theimportantpointsofthegame?NextSteps:attemptsomevideoeditingonyournext
video.
EXAMPLEOFPOSSIBLETEACHEREVALUATION(MARKS)
Reflectionsongameplay-Thereflectionswerequitegoodastheyconnectedreallywell
to'real-life'.Thevideohadsome'thinking-out-loud'thatshowedyourprevious
learninginplayingthegame,andyourreflectionsshowedanadvancedmasteryofthe
gameanditsvariousstrategies.
ReflectionontheArtifact-Theartifactcouldhaveusedsomeediting,andperhaps
evenasecond-take.Thereissomeneedfordevelopingmorereflectionsaroundsound
quality,editingtoonlyshowimportantmoments,andperhapssomelabeling,titlesor
tagging.Thiswouldhavemadethevideoamuchhigherlevelofquality.
Overall,aProficientdemonstrationoflearning.

AppendixE:Useofe-PortfoliosinUniversityContexts
BostonUniversity
E-Portfoliosareseenasagreatdisplaysofstudentlearning,progressandfantastic
promotionaltoolforstudentstouse(BUePortfolio,n.d.).Growthovertimeanda
highlightofaccomplishmentsisseenasakeyattribute.BostonUniversityencourages
studentstobuilde-portfoliostogobeyondtheclassroom(BUePortfolio,n.d.).itgoes
beyondasameansofassessmentforcourses.
Buildinge-portfoliosasperBostonUniversityguidelinescanbeseenhere:
https://www.bu.edu/eportfolio/using/
Studentscreatee-portfoliosthroughtheschoolsinternalprogrambutareabletoport
andtakeitawaywiththemupongraduation.Theuniversityhasprovidedastructured
guideforstudentstodeveloptheire-portfoliosforlearning,aspromotionaltoolsand
resumes,andasreflectivetasks.Therefore,theyexistasalearningtoolforstudentsin
theclassroom,ashowcaseoftheirachievementstoothersandpossiblyatoolfortheir
career.
Specifichighlightedexamplesofportfolioscanbeseenhere:
https://www.bu.edu/eportfolio/articles/reflect-showcasing-student-eportfolios/
UniversityofWaterloo
Manyteachingprogramsincludebuildinge-portfoliosasasummationtolearning.Atthe
UniversityofWaterloo,theystatethate-portfoliosaremorethananaccumulationof
artifacts,theyaretheprocessofgeneratingnewordeeperlearningbyreflectingon
onesexistinglearning(UniversityofWaterloo,n.d.).Thedifferentiationbetween
e-portfoliosanduniversityLMSisthatthecontrolbelongstothestudentandthatthey
areabletocontinuetodeveloptheire-portfolioswellafterthecompletionoftheir
courses(UniversityofWaterloo,n.d.).Thereisasteadyincreaseinuniversitiesoffering
e-portfolioservices.Theshifttomorestudent-centeredlearningispartiallyresponsible
fortheshiftfromalecture-basedpedagogytoinquiry-basedlearning.E-portfoliosare
reflectiveandinspirehigher-levelthinkingbuttheyalsodemonstrateashowcaseofthe
universityprogramtheyarederivedfrom(UniversityofWaterloo,n.d.).

E-portfolioshaveincreasedinpopularityduetotheincreaseinavailabletechnology,
shiftsinpedagogyinhighereducation,ashowcaseforpotentialemployersandthe
demandstoproducedemonstrationsoflearningonthepartoftheuniversity(University
ofWaterloo,n.d.).Thereissomepushinhighereducationtodemonstratelearningata
deeperandmoremeaningfullevelandsotherearetwogeneraltypesofportfoliosthat
areutilizedforuniversitye-portfolioswhicharedifferentiatedbasedonassessment.
Twoareasfocusedaroundassessment:
1)Student-centerede-Portfoliosassessmentforlearning
2)Institution-centerede-Portfoliosassessmentoflearning(UniversityofWaterloo,
n.d.)
TheUniversityofWaterlooprovidesaframework,guideline,examplesandresourcesto
effectivelybuildanddelivere-portfolios.
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/educ
ational-technologies/all/eportfolios#what
Examplesofe-portfolioscanbefoundhere:
https://uwaterloo.ca/centre-for-teaching-excellence/resources/integrative-learning/eportf
olios/examples-student-eportfolios

AppendixF:ComparisonofE-PortfolioCapablePlatforms
Company Open/ Price Storage Bandwidth Themes Backup

Closed
Wordpress Wordpress Closed Free/ 3 GB Unlimited Yes With

Foundation Paid plugin
Google Sites Google Inc. Closed Free 15 GB Unlimited Yes Yes
Weebly Weebly Inc. Closed Free/ 500 MB Unlimited Yes Yes

Paid
Wikispaces Tangient LLC Closed Free/ ? ? No No

Paid
Mahara Mahara Group Open Free ? ? No Yes
Foliotek Foliotek Closed Free/ 250 MB Unlimited Yes No

Paid
Eduportfolio Eduportfolio.org Open Free 100 MB ? Yes Yes

AppendixG:PurposesandFunctionsofDifferentTypesofe-Portfolios
3.Purposes&Functions:
Therearemanydifferentvariationsofstudente-portfoliosbasedonthemanydifferent
purposesandfunctionsofane-portfolioofstudentartifactsandreflections.
Lengthoftime? Assessment? Whoselects Audience?

content?
-youcandocument -therearethreemain -oftenmixtureofseveral -thepurposeofa

learningovera waysofassessing peopleselectcontent,but portfoliooftendepends
varietyoftime portfolios. onepersondominates. onitsaudience.
scales.
Short: Assessmentfor Teacher-centered: Teacher:

-asingle learning(Formative -checklistofartifacts -theportfolioisa
assignment assessment): toinclude collectionof
-asingleunitof -givefeedback -usuallyassessment completed
study -identifynextsteps oflearning teachertasksfor
marks
Longer: Assessmentof Student-centered: Student:

-anentire learning -studentscreate -helpsstudents
courseofstudy (Summative criteriaforinclusion organizetheir
-ayearofstudy assessment): -havetojustifytheir worktoprepare
-giveagrade/mark choices forassignments
-high-stakes
ManyYears: Assessmentas Mixed: External

-aprogramof learning -teachercreatesthe Audience:
study (Metacognition): criteriaorgoalsofthe -usedto
-learnaboutself artifacts,butstudents showcase
-learningabout choosetheexact exemplarywork
learning examplestoinclude and/orparticipate
inthecommunity
atlarge
Theteacheralsohasmanydecisionstomakewhendecidingwhattheywantfromtheir
studente-portfolios.Themostobviousdesireisaclearerpictureoftheirstudents
learningandgrowththroughouttheperiodoflearningbeingassessed,however,there
aremanydecisionsaroundthelengthoftimetheperiodoflearningcovers,thetypesof

assignmentstheyhopetosee,thetypesofassessmenttheyplantoapply,andhow
e-portfoliosfitwithintheirownpersonalteachingphilosophyorpedagogy.
Whenane-portfolioassignmentisgiventostudents,thepurposesoftheassignment
shouldbeveryclear(Gomez,2002).Thereshouldbeaplaninplaceforwhenandhow
feedbackwillbegiven,whenandhowreflectionsshouldbeconductedbythestudents,a
criterionforassessment,clearlydefinedlimitstothesizeandscope,andsomeexemplars
tosupportstudents(Gomez,2002).E-portfoliosshouldbepurposeful,ratherthansimply
adumpinggroundofstudentwork,whichrequiresthoughtfulchoicesonthepartofthe
studentthatreflecttheirunderstandingofthecriterionprovidedbytheteacher.
3.1TypesofE-portfolios
Whilealle-portfoliosaredigitalinnature,becausetheyare'electronic',thereisless
consensusonthevariousnomenclatureofthetypesofe-portfoliosstudentsmaybe
askedtocreate.Ingeneral,however,thetypesofe-portfoliosalignwiththepurposefor
makingthee-portfolio.Asalle-portfoliosaredigitalcollectionsofstudentslearning,the
typesofe-portfoliosrelatetowhytheportfolioisbeingcreated,thelengthoftimeit
covers,howitisbeingassessed,and/orthetypesofartifactsbeingcollected.
a)FourTypesofE-portfolios(Gallagher&Poklop,2014)
Somearticlesandresearchaboute-portfoliosseemstoassumethatthereisonlyonekind
ofstudentportfolio,whileothersdefineaspecifictypeorfunctionforthee-portfolio
theydiscuss.Gallagher&Poklop(2014)identifyfourtypesofe-portfolios:process,
showcase,reflective,andproject;theirclassificationofthevariousiterationsof
e-portfoliosisrepresentativeofmanyofthevariousother,oftenmorevague,
nomenclaturesandclassifications.
i)Processportfolios-
Thesefocusonasingleproject,andincludeboththefinalproductandsomeartifactsof
theprocesswork(ie/brainstorms,outlines,drafts),aswellastheirreflections(generally
forformativeassessment/feedback).
ii)Showcaseportfolios-
Theseareusuallydoneattheendofacourse,andincludefinishedproducts,usuallyfor
thepurposesoffinalgrades/promotion(summativeassessment).
iii)Reflectiveportfolios-
Thesearealsousuallydoneattheendofacourse,but,theyaskthestudenttocreatethe
criteriafordemonstratingtheyhavelearned,andtheevidencethatsupporttheirclaims,
includingprocessandproductartifacts(student-centred,summativeassessment).
iv)Projectportfolios-
Thisiswhentheportfolioistheprojectitself,whereastudentcreatesacomprehensive,
organizedandstudent-designedexpositionoftheirlearningasafinalshowcase

(process-focused,leadingtoashowcaseproduct,throughaniterativedesignandrevision
process).

b)TheTwo-FacesofE-portfolios(Barrett,2011)
Readingtheresearchliterature,thereisadecidedpreferencefortheformative
assessmentusesofe-portfolios,withresearchsupportingtheuseof'processportfolios'
over'showcase'orsummative,finalproduct,portfolios(Abrami,Venkatesh,Meyer&
Wade,2013;Beckers,Dolmans&Merrinboer,2016).Barrett(2011)takesthe
somewhatuniquestepofcombiningmanyofthecategoriesidentifiedbyGallagher&
Poklop(2014)intoamoreholisticdefinitionofane-portfolio.Manydocumentsoften
mixthevarioustypesofe-portfolios,somethingthatisdiscouragedbymanyresearchers,
becauseitmakesboththeaudienceandthepurposeoftheportfoliounclear(Yang,Tai&
Lim,2016;Gallagher&Poklop,2014;Barrett&Wilkerson,2004).Barrett'sunique
solutionistodefineane-portfolioashaving'two-faces',oneshowcase/presentationface
(portfolioasproduct)andonethatisaworkspace/workingface(portfolioasprocess).
Thiseffectivelyasksstudentstocreatetwoe-portfolios,buteachwithaverydifferent
purpose,differentassessmentmodels,differentorganizationanddifferentexpected
outcomes.Thisisnotasdauntingataskasitmaysound,asthesecond'face'isreallyan
extensionofthefirst,butwithanewpurposeandframeworkofassessment.

Image:(Barrett,2011).

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ETEC510DESIGNPROJECT:

Artifacts& Includes3artifacts,with Includesmorethan3 Includesmorethan3artifacts

Useof All/Mostartifactsuse Thereareusesofseveral Thereareusesofadvancedand

Themes& Artifactsarenotclearly Artifactsareorganized Artifactsareorganizedintoclear

Artifactsand Acoupleartifacts Allthreeartifactsare Allthreeartifactsarepresent

Technical Allartifactsare Artifactsrepresentsome Artifactsreflectedthroughan

Themes Artifactsand Artifactsandreflection Artifactsandreflectionsoverall

Communication Iwasabletomakea Icancommunicate Icommunicateclearly

CriticalThinking IcanshowifIlike Iaskopenended Icanmake

Artifactsand Acoupleartifactsare Allthreeartifactsare Allthreeartifactsarepresent

Technicalskills Allartifactsareone Artifactsrepresent Artifactsreflectedthroughan

Themes Artifactsandreflection Artifactsand Artifactsandreflections

Showcase Demonstratessome Reflectionshowsgreat Userhasgoneaboveand

Category: Developing: Proficient: Advanced:

Communication Iunderstandandshare Iacquiretheinformation Iacquire,criticallyanalyse,

Communication Irecountandcomment Igive,receive,andacton Iacceptconstructive

CriticalThinking Icantellorshow Icanassessmythinking Icanexaminemythinking,

Application Ishowpartialcontrol Ishowunderstandingof Ishowunderstandingand

Company Open/ Price Storage Bandwidth Themes Backup

Wordpress Wordpress Closed Free/ 3 GB Unlimited Yes With

Google Sites Google Inc. Closed Free 15 GB Unlimited Yes Yes

Weebly Weebly Inc. Closed Free/ 500 MB Unlimited Yes Yes

Wikispaces Tangient LLC Closed Free/ ? ? No No

Mahara Mahara Group Open Free ? ? No Yes

Foliotek Foliotek Closed Free/ 250 MB Unlimited Yes No

Eduportfolio Eduportfolio.org Open Free 100 MB ? Yes Yes

Lengthoftime? Assessment? Whoselects Audience?

-youcandocument -therearethreemain -oftenmixtureofseveral -thepurposeofa

Short: Assessmentfor Teacher-centered: Teacher:

Longer: Assessmentof Student-centered: Student:

ManyYears: Assessmentas Mixed: External

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