The significance of voice in an ePortfolio is profound, as it empowers learners to articulate their unique viewpoints and insights. As highlighted by Harapnuik and Thibodeaux (2023) in their book “COVA: Inspire Learning Through Choice, Ownership, Voice, and Authentic Experiences,” voice is a pivotal element of the COVA approach.
Within the framework of an ePortfolio, Voice provides learners with the means to organize their work and thoughts in a manner that mirrors their personal comprehension and interpretation of the educational content. This not only bolsters their engagement with the learning process but also facilitates the formation of meaningful connections between diverse concepts and ideas. Moreover, by disseminating these insights and knowledge among their peers within their organizations, learners can foster a collaborative learning environment and cultivate a culture of collective knowledge and understanding (Harapnuik & Thibodeaux, 2023).
In conclusion, it is crucial for learners to find a balance between personal voice and academic professionalism. While the e-portfolio should be a reflection of the learner’s individuality, it must also conform to the standards and expectations of the academic or professional field (Chen & Penny Light, 2010). The role of voice in an ePortfolio extends beyond mere self-expression; it also encompasses contributing to the learning community and crafting a meaningful and authentic learning experience.
Link to my ePortfolio: Knowledge Makes Us Grow
References:
Chen, H. L., & Penny Light, T. (2010). Documenting learning with ePortfolios: A guide for college instructors. Jossey-Bass.
Harapnuik, D., & Thibodeaux, T. (2023). COVA: Inspire learning through choice, ownership, voice, and authentic experiences. Learner’s Mindset Publishing.
