Module 5 TTL 1: Lesson 3 - Creating ePortfolio as a Technology Tool

Module 5 TTL 1 Bachelor of Science in Accountancy

Lesson 3: Creating ePortfolio as a Technology Tool

Lesson Outcomes

  1. Explored the use of a platform such as a Google Site

  2. Constructed an e-portfolio to document learning

Introduction

  • In 21st-century instruction, independent learning is encouraged, making the documentation of a personal learning journey essential.

  • This documentation aids teachers in monitoring the learning process and assessing the product of learning.

  • Proper organization is required, often achieved through the use of portfolios.

Using Analogies for Organization

  • Excite:

    • Open your bag and consider its organization.

    • Is everything easily locatable and kept in the right place?

    • A cluttered bag reflects a disorganized owner, analogous to how disorganized ideas can hinder effective learning.

Exploring Portfolios

  • A learning portfolio is a collection showcasing students' work, effort, progress, achievements, and gained competencies throughout a semester.

  • Portfolios can be physical (album, scrapbook, filer) or digital (ePortfolio).

  • An ePortfolio can serve as a digital archive containing multimedia productions, references, digital stories, video blogs, presentations, and more.

  • ePortfolios can be kept private or shared publicly with stakeholders (e.g., parents, friends).

Functions of Student ePortfolios

  1. Evaluation of Academic Progress:

    • ePortfolios provide insight into students' learning capabilities, allowing for adaptation of instructional strategies based on evidence of learning.

  2. Monitoring Progress:

    • They highlight improvements through versions of student work responding to mentor feedback, showcasing the application of learned skills in different contexts.

  3. Documentation of Learning Growth:

    • They foster students' sense of accountability in their learning, encouraging reflections on their development path and engagement in the portfolio creation process.

Creating an Online Portfolio

  • Many platforms are available for creating ePortfolios, with Google Sites being one of the most popular.

  • To start:

    • Access your Google account and navigate to the Sites section.

    • Familiarize yourself with the available applications following on-screen instructions.

  • Example:

    • A student creates an ePortfolio to document educational journeys, integrating technology into teaching methods and showcasing learning activities.

Steps in Constructing an ePortfolio

  1. Log into your Gmail account and navigate to Sites.

  2. Familiarize yourself with the interface and read the instructions.

  3. Click on the Sites icon to create a new site for the ePortfolio.

  4. Choose an appropriate title and prepare pertinent texts, links, multimedia outputs, and images for your pages.

Structure of an ePortfolio

  • Home Page:

    • Serves as the cover page introducing the creator and the ePortfolio’s objectives.

    • Templates can be modified with personal elements (images, color themes).

  • Pages:

    • Additional pages can be organized chronologically or thematically to reflect organizational skills.

  • Begin constructing your ePortfolio at the start of your class to consciously document learning activities.

The Importance of Reflections in Portfolios

  • Reflections are crucial in both online and offline portfolios.

  • They capture students' processing of inputs and applications of what they’ve learned.

  • Written reflections allow for insight sharing that traditional assessments may not capture.

Structure for Writing Reflections

  • Gibbs' Reflective Cycle Model (1988):

  1. Description:

    • Describe the activity or experience concisely, providing background information.

  2. Feelings:

    • Reflect on emotions felt during the activity and express them candidly, but maintain academic discourse.

  3. Evaluation:

    • Assess the activity's success, reactions involved, and overall experience quality. Cite relevant literature as needed.

  4. Analysis:

    • Analyze factors that facilitated or hindered the activity, connected with related literature.

  5. Conclusion:

    • Discuss learnings from the experience and potential improvements for the future, or how to replicate positive outcomes.

  6. Action Plan:

    • Detail future actions to enhance experiences, including consulting experts or pursuing further readings.

Including Examples in Portfolios

  • Upload examples of work (word files, Excel data, pictures, presentations) with brief descriptions highlighting their significance and relation to the learner's journey.

Administering the ePortfolio

  • Before sharing, control visibility settings by managing email addresses of those with whom the site is shared.

Assessing an ePortfolio Using a Rubric

  • Rubrics provide a framework for evaluating ePortfolios against learning expectations and outcomes, making feedback clearer and more actionable.

  • Components of the rubric include:

    • Selection of Work Samples

    • Use of Multimedia

    • Reflection Quality

    • Creativity and Purpose

    • Ease of Navigation

    • Text Elements and Writing Conventions

  • Ratings range from inadequate (1) to exemplary (4), addressing relevance, integration of multimedia, clarity of reflections, creativity in layout, organization, readability, and writing mechanics.

Conclusion

  • ePortfolios serve as a powerful tool for personal learning documentation, allowing learners to take ownership of their educational journey while providing educators with an invaluable assessment tool.

  • The ongoing process of reflection and documentation fosters accountability and encourages lifelong learning habits.