|| eportfolio || e-folio || EPORTFOLIO || ePORTFOLIO || E-Portfolio || e|portfolio

Source: Cambridge, Darren. IMS ePortfolio Request for Requirements.
Definition of an E Portfolio

EDUCAUSE and Electronic Portfolios

"E-portfolios are an NLII key theme because their use has the potential to transform teaching and learning so that it is more learner centered and outcomes oriented. Architects, artists, and others have long used portfolios to show their visual work, while other professionals (for example, musicians) use them to demonstrate their creative talents. Portfolios are collections of work designed for a specific objective—that is, to provide a record of accomplishments. Many students already produce portfolios for various uses, such as reflection, communication with instructors, or presenting examples of outstanding work and credentials to potential employers. As our technical capacity grows and we become more and more able to collect, store, manipulate, and share information digitally—and as students develop the skills necessary to produce their portfolios in electronic formats—e-portfolios become a potentially vital part of students" permanent records and of their learning management. E-portfolios are also beginning to be used by faculty and at the institutional level as part of accreditation review. Issues that arise include how to design them to improve student institutional learning, privacy and ownership issues, technical standards and interoperability, management of distributed digital repositories, and impact on registrars and student services at institutions of higher education."

Institutional Electronic Portfolios
Web-based institutional e-portfolios allow colleges and universities to share information about their missions, goals, accomplishments, and challenges. Institutional e-portfolios typically consist of reaccreditation self-studies and other information that supports an institution's accomplishments. This report provides an overview of institutional e-portfolios, highlighting three specific projects. It also explores the use of e-portfolios by regional accrediting agencies. Finally, the report examines the challenges in developing and implementing institutional e-portfolios.

An Overview of E-Portfolios
E-portfolios are a valuable learning and assessment tool. An e-portfolio is a digitized collection of artifacts including demonstrations, resources, and accomplishments that represent an individual, group, or institution. This collection can be comprised of text-based, graphic, or multimedia elements archived on a Web site or on other electronic media such as a CD-ROM or DVD. An e-portfolio is more than a simple collection—it can also serve as an administrative tool to manage and organize work created with different applications and to control who can see the work. E-portfolios encourage personal reflection and often involve the exchange of ideas and feedback.
Three types of e-portfolios are described in this report: student e-portfolios, teaching e-portfolios, and institutional e-portfolios. E-portfolios can support student advisement, career preparation, and credential documentation; the sharing of teaching philosophies and practices; department and program self-studies; and institutional and program accreditation processes. This report defines and categorizes e-portfolios, offers examples of higher education e-portfolio implementations, reviews e-portfolio technology, and addresses adoption issues.

Virtual Community of Practice EDUCAUSE
At this site you can hear and view leaders in the field talking about eportfolios.

"The Electronic Portfolio Action Committee (EPAC) Virtual Community of Practice is jointly sponsored by EDUCAUSE's National Learning Infrastructure Initiative (NLII) and the American Association for Higher Education. The community is comprised of researchers, faculty, assessment experts, and technology developers. The EPAC focuses on the creation, use, publication, and evaluation of electronic portfolio projects and tools in higher education — and beyond — for teaching, learning, and assessment."

Portfolios to Webfolios and Beyond: Levels of Maturation EDUCAUSE
Descriptions of developmental stages offer institutions guidance about their place in the process and how to move to the next level
By Douglas Love, Gerry McKean, and Paul Gathercoal
We considered eight physical and theoretical qualities inherent in portfolio/webfolio processes and applications to determine five levels of maturation.

The levels of maturation for portfolios/webfolios provide a conceptual framework for understanding webfolios and help readers position themselves in a particular level of webfolio development. The levels also provide conceptual guidance for taking the next step on the path to full implementation of webfolios in teaching and learning. Concomitantly, knowledge of the five levels provides educators with a vocabulary for developing a shared vision for webfolio implementation and presents them with a way of measuring progress towards that vision.

Acknowledgment of differences in the capabilities of alternative portfolio media is critical. Paper portfolios and e-portfolios have inherent limitations that allow them to support only the first two levels of maturation, while a webfolio system can be robust enough to support all five levels.

Electronic Portfolios: Information about Electronic Portfolio Development
Dr. Helen Barrett has been researching and teaching how to use ePortfolios. Her blog and her other resources are invaluable.

K-12 Student Portfolios

Creating Electronic Portfolios on the Alphabet Superhighway
web address: <>
A basic how-to sponsored by the U.S. Department of Education's READ*WRITE*NOW! Initiative,

Creating Electronic Portfolios
How-to for teachers.

Creating Electronic Portfolios with HyperStudio
How-to for teachers using Hyperstudio, a popular multi-media authoring tool used in K-8 with children.

Lessons Learned about Student Portfolios <>
Reflection from a K12 principal on what goes into children's ePortfolios.