Creating meaningful connections with an ePortfolio

Creating meaningful connections with an ePortfolio involves several key steps. Reflection is a crucial aspect of an ePortfolio. It is a meaning-making process that moves a learner from one experience to the next with a deeper understanding of its relationships with and connections to other experiences and ideas (Stefani et al., 2007). The ePortfolio should not only document learning but also generate learning. According to Chen and Light (2010), students collect materials like coursework, extracurricular activities, and employment histories. During this process, they revisit their learning materials, remember their past actions, and decide which materials to include in their ePortfolios. They evaluate each piece of work, decide how each part fits with others, make connections, and find one or several themes. This process allows students to further analyze their past work and find the connection between each coursework or project (Chen & Light, 2010). As with all writing, students should have a clear sense of purpose and audience. For example, Stefani et al. (2007) suggest that students could write reflections for future employers, admissions committees, or for their understanding. Keeping the ePortfolio updated with recent projects, experiences, and reflections is also important. Through this process, students create connections, linking past knowledge and experiences to current practice and examining areas for future development (Cambridge, 2010).

References:

Stefani, L., Mason, R., & Pegler, C. (2007). The educational potential of e-portfolios: Supporting personal development and reflective learning. Routledge.

Chen, H. L., & Light, T. P. (2010). Electronic portfolios and student success: Effectiveness, efficiency, and learning. AAC&U.

Cambridge, D. (2010). Eportfolios for lifelong learning and assessment. Jossey-Bass.