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ePortfolios & Adult Learning

Table of Contents

  1. Electronic Portfolios in Adult Learning
  2. What are e-portfolios?
  3. What is a Portfolio?
  4. How do we move from this container to the WWW?
  5. Definitions
  6. Why use Portfolios?
  7. What is an Electronic Portfolio?
  8. ePortfolio Technology over Time
  9. Levels of ePortfolio Implementation
  10. Becta Model
  11. Portfolio Processes
  12. Reflection
  13. Reflective Questions that tie the Past to the Future
  14. Now What?
  15. Four key pillars of Lifelong Learning (Barbara St uble, Curtin University of Technology, Australia)
  16. Purposes of ePortfolios
  17. Learning Portfolios
  18. Showcase Portfolios
  19. Assessment Portfolios
  20. How can I create an ePortfolio?
  21. What is the best tool?
  22. State of the Art of ePortfolio Development
  23. Planning Issues
  24. Today's Tool Choices - poor Internet
  25. Office Tools - Word, Excel, PowerPoint
  26. Today's Tool - good Internet
  27. Web 2.0 Technologies
  28. ePortfolio "Mash-up"
  29. Free Online (Web 2.0) Tools
  30. Tools for Creating Multimedia Artifacts (see links on Moodle for examples and weblinks)
  31. Process of Creating an Electronic Portfolio
  32. How to get started
  33. List of my artifacts and classification
  34. Authoring an electronic portfolio (see links on Moodle page for examples and more detailed instructions)
  35. 1. Create a first page - Intro & TOC
  36. 2. Set up a structure using goals (or themes) as organizing framework
  37. Create one page for each section
  38. 3. Upload artifacts/create hyperlinks
  39. 4. Write reflections for each goal and each artefact
  40. 5. Write future learning goals
  41. 6. Publish Portfolio - Seek Feedback
  42. "every day-ness"
  43. Digital Stories & ePortfolios
  44. My Final Wish
  45. Dr. Helen Barrett

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Assessment Portfolios

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Lecture Notes

Assessment portfolio systems have become very popular in higher education today, and have spawned a large number of commercial tools to support institution-wide portfolio development. Often, program assessment and accountability are the primary motivators for many educational institutions to invest in portfolio tools. There is a major difference between portfolios created for formative assessment, meant to provide feedback to improve learning, and those created for summative assessment, to collect data for more high stakes evaluation. I have written extensively about these differences on my website. Those assessment portfolios are most often constructed in a customized system using a data base, which often limits the creativity and flexibility of the portfolio development tools.