Archives For Eportfolio

What if we gave students enough time to learn

Dwayne Harapnuik —  March 8, 2016 — Leave a comment

It is widely accepted that eportfolios can help learners “deepen the inquiry process” by enabling them to integrate metacognition or reflection into their learning experience (Catalyst for Learning, n.d.). Eportfolios have the potential to be inviting, reflective, and engaging learning tools that stimulate deeper learning and offer many other benefits and as a result many higher education institutions promote their creation and use. Unfortunately, many educators who have been exploring the use of eportfolios over the past several decades have noticed that despite their wonderful potential as life long learning tools many students stop using their eportfolio after the completion of their program of study.

Researchers, Cynthia Cummings, Thilisa Thibodeaux and Dwayne Harapnuik recognized the need to find out which factors contribute to the continued use, or lack thereof, of the eportfolio. More specifically, these researchers have started a study to identify the factors that contribute to the continued or dis-continued use of eportfolios beyond the student’s program of study. The literature review revealed that choice, ownership, voice and authenticity (COVA) are key factors in encouraging students to go much deeper into learning so Cummings, Thibodeaux and Harapnuik sought to confirm if these factors would also influence the continued or dis-contined use of the eportfolio (Buchem, et el., 2014; Campbell, 2009; Lindgren & McDaniel, 2012; Pink, 2011; Qauglia, (n.d.); Rikard, 2015; Waters, 2015).

The initial results of the study were presented at the AAEEBL Western Regional Conference at Texas Christian University (TCU) in Fort Worth, TX in February, 2016. The study utilized a convergent mixed methods research design and the participants of this study included students from the Educational Technology Leadership master’s program at Lamar University who developed eportfolios as part of their program requirement. The 526 survey participants where first asked if they continued or dis-continued using their eportfolio beyond their program of study and then were asked to a likert scale to rate a list of twenty factors to identify to what extent those factor contributed to their continued or dis-continued use of the eportfolio.

Participants were given three opportunities to complete the online survey over a period of three weeks and 141 participants responded giving the survey just over a 26% response rate.
Using or not using eportfolio numbers

The survey revealed that only 18% of the participants continued to use their eportfolios while 82% stopped using their eportfolios after the completion of their program of study. These results confirmed earlier anecdotal evidence that many students stop using their eportfolios when not required to do so for a course.

The survey also revealed that use of the eportfolio as a career tool, the use of authentic projects, control over assessment of their learning and the management of the eportfolio were the most significant factors that contributed to the continued use of the eportfolio.
Continued use of eportfolio

The primary factors for why students stopped using an eportfolio was the lack of time followed very closely by a lack of interest in eportfolios and lack of management over the eportfolio process.
Discontinued use of eportfolio

Several follow up focus groups were conducted to gain additional insight into the continued or dis-continued use of the eportfolio and see if any additional factors not listed in the survey had impact the students continued or dis-continued use. One focus group participant in the research project confirmed why time is such a significant factor by stating:
“All your time is spent just keeping your head above water; there is no time to think about the benefits of an eportfolio or how to build and structure your eportfolio for use for anything more than document storage”.

For many of the students in the new Masters of Digital Learning and Leading program (DLL) at Lamar University coming out of the first course in the program EDLD 5302 Concepts of Educational Technology this frustration with a lack of time is also a reality. We have often seen students struggle with just learning how to learn to use new technology and concepts so getting the weekly assignments completed and simply dropping an evidence of learning into their eportfolio container is often the most students have been able to accomplish with limited time.

Our initial research findings and original assumptions suggest that if we gave our DLL students enough time and the appropriate environment to experiment with their eportfolio then we should see continued use of the eportfolio. Since the DLL program is new we won’t have our first graduates for the next 18 months, we have some time to wait to officially confirm our assumptions.

The eportfolio is a fundamental component of the DLL program and each course has been designed to utilize authentic projects and the eportfolio to showcase student’s work. EDLD 5303 Applying Educational Technology: Eportfolio is the second course in the DLL which is structured specifically to give students the time to focus completely on and experiment with the eportfolio. The evidence of learning accumulated in EDLD 5302 or through Microsoft Teaching with Technology, Google Educator, or the Apple Distinguished Educator programs can now be shaped and moulded into a well organized and cohesive format to genuinely convey a message beyond basic technology skills competence. In EDLD 5303 students are given the opportunity to move beyond dropping assignments into a digital container and are encouraged to start to consider and show how they plan to use technology to enhance their own learning and their learning environments.

To help shape student’s thinking on eportfolios and to start them on the journey of continuous reflection and revision of their work in EDLD 5303 we ask students to explore the following:

Though this process of working through these ideas in their own eportfolios students will gain an appreciation for the value of the eportfolio as a deeper learning tool.

Next to a lack of time the lack of an appreciation of the value of the eportfolio was another major contributing factor for students who stopped using eportfolios beyond the course of study. Through the use of authentic assessment in all DLL courses and the ability to work on projects that will have a direct impact in the students own learning environment the DLL program gives students choice, ownership, voice and authenticity (COVA) that our research findings have initially confirmed are the key factors in encouraging students to continue using their eportfolios beyond their programs of study.

We are confident that this eportfolio experience started in EDLD 5303 and continued throughout all other DLL courses will provide a solid learning foundation for the DLL M.Ed and for the continued use of the eportfolio beyond this program. If you really want to students to learn deeply and build a foundation for learning how to learn then you need to give students:

  • The freedom to choose how they wish to organize, structure and present their experiences and evidences of learning
  • Ownership over the entire eportfolio process – including selection of projects and their portfolio tools
  • The opportunity to use their own voice to revise and restructure their work and ideas.
  • The opportunity to prepare their eportfolio platform for all the authentic learning assignments that they will experience in the remainder of the DLL program.

We are also confident that the DLL program will prepare students for the challenges of the future and shape them into the digital leaders that we need to move our educational systems forward.

Our research into this area is really just beginning while we are continuing to examine the data and will be publishing the full results shortly, we are also exploring relationships with other institutions who have used eportfolios in their programs to replicate our research in different settings to further confirm our findings.

References

Buchem, I., Tur, G., Hoelterhof, T., Rahimi, E., van den Berg, J., Veen, W., … & Aresta, M. (2014). Learner control in Personal Learning Environments: A cross-cultural study. Learning and Diversity in the Cities of the Future, 13.

Campbell, G. (2009). A Personal Cyberinfrastructure. EDUCAUSE Review, 44(5), 58–59.

Catalyst for Learning Eportfolio Resources and Research (n.d.). Pedagogy. Retrieved from http://c2l.mcnrc.org/pedagogy/

Lindgren, R., & McDaniel, R. (2012). Transforming Online Learning through Narrative and Student Agency. Educational Technology & Society, 15 (4), 344–355.

Pink, D. H. (2011). Drive: The surprising truth about what motivates us. Penguin.
Chicago

Qauglia, R. (n.d.). Quaglia Institute Framework. Retrieved September 8, 2015, from http://www.qisa.org/framework/

Rikard, A. (2015). Do I Own My Domain If You Grade It? (EdSurge News). Retrieved September 8, 2015, from https://www.edsurge.com/news/2015-08-10-do-i-own-my-domain-if-you-grade-it

Watters, A. (2015, July 15). The Web We Need to Give Students. Retrieved September 10, 2015, from https://medium.com/bright/the-web-we-need-to-give-students-311d97713713

In Eportfolio , , , , , , , , , ,
permalink

Who Owns the Eportfolio?

Dwayne Harapnuik —  September 17, 2015 — Leave a comment

tug-1024An initial response to this question would be: the learner/student. It is their work so they would own it – wouldn’t they? However, if you look at current eportfolio practice and the research into learner engagement, agency, choice and voice you will find that even though the students are doing the work, more often than not they do not own the ideas and are not making meaningful connections, they are simply completing assignments and giving the instructor what they want (Barrett, 2005; Hopper & Standford, 2007; Lindren & McDaniel, 2012; Atwell, 2013; Buchem, Tur & Holterhof, 2014).

The following student statement collected as part of UBC’s ePortfolio Pilot Project confirms this unwritten instructional arrangement (Tosh, Penny Light, Flemming & Haywood, 2005):

The things we are supposed to do for it [the e-portfolio] are kind of like assignments and no offense but everybody knows, for assignments, you give them what they want – you give them what they want and they give you your mark, that’s basically the way it works.

Unfortunately, jumping through the hoops prevents deeper learning and is killing the meaningful connections that come from reflections on learning in an eportfolio (Barrett, 2005).

Gardner Campbell (2009) proposed that we move beyond the template-driven, plug-and-play, turnkey web applications where we point students to data buckets and conduits we’ve already made. In contrast, we must enable students to create personal cyberinfrastructures where students become effective architects, narrators, curators, and inhabitants of their own digital lives. This personal cyberinfrastructure has been realized in University of Mary Washington’s Domain of One’s Own and similar initiatives at other universities (Watters, 2015).

Even if we get the Domain of One’s Own piece right and give students the control over the selection of the eportfolio tools and environment we can still limit the effectiveness of the eportfolio experience if we fail listen to our students and address two additional key factors.

1. Ownership of ideas and learning

In the provocative student voice post Do I Own My Domain If You Grade It? Andrew Rikard points out:

Giving a student ownership over data means nothing if it doesn’t allow them to determine that data. At that point the student once again loses agency in relation to the institution. Promoting digital ownership is different than assigning work in publicly accessible spaces (2015).

Rikard displays wisdom beyond his years by challenging us to acknowledge that:

‘Domains’ is radical not because it is a technological shift, but because it encourages a pedagogical shift… The question bigger than data ownership is how to make ownership over ideas happen (2015).

It is this ownership of ideas that leads to deeper learning. In order to make meaningful connections one has to take ownership of those ideas and concepts in order to construct meaning. Eportfolio proponents all point to the power of reflection but unless the student is reflecting on ideas that they own rather than reflecting on artifacts and data the power of this reflection is lost. Making meaningful connections is what leads to learning.

Therefore, we have to not only give students a choice, ownership, voice and agency (COVA) over their digital domain we have to give them COVA (Thibodeaux, 2015) over their ideas. The best way to do this is through a learning environment and pedagogy that provides authentic assignments and gives the student the opportunity to solve real world problems in their own institutions or organizations.

Educators also have to create and model this type of learning environment if they wish to help bring out change in education.

2. Modeling – Walk the talk

Once again we need to look to what our students are saying about how well we model or walk the talk. The research into UBC’s ePortfolio Pilot Project Tosh et al (2005) revealed that students wanted to be shown good examples of eportfolios, be given evidence of how the eportfolio will benefit them in their studies and future work and, most importantly, have the instructors show them one of their own portfolios. The following statement from a disillusioned students in the UBC ePortfolio Pilot Project (2005) captures the essence of not being able to walk the talk:

In terms of promotion the problem is the people trying to explain it [the eportfolio] have probably never used it so in a way they have no clue what they are talking about, basically. To put it frankly – after listening to them you would be like, Okay so you as an outsider who never even used it is telling us we should do this because it is the best thing since sliced bread but you have never used it – you can’t find someone who did use it – you don’t have enough information to tell us how to use it – and now you’re telling us use it and we’ll grade you on it – this kind of makes it hard for students to accept or appreciate it.

Educators need to realize that we if expect to maintain any level of credibility and respect with our students we can only ask our students to do things we are willing to do ourselves. John Hattie points to feedback within a trusted relationship between and teacher and a student as one of the important factors in student achievement. If we effectively model what we expect our student to do with their eportfolios by showing them ours, then the feedback we can provide to our students will be much more valuable and more openly received.

Fortunately, there are instructors who are effectively modeling deeper learning in the Domain of One’s Own project at MWU (Groom & Lamb, 2014) and several other institutions who have adopted this model.
adoption-cycleImage Source: https://marcabraham.wordpress.com/2015/02/24/book-review-crossing-the-chasm/
Our challenge is to move this beyond the early adopters and encourage the early and later majority of instructors to utilize and model eportfolios. Perhaps we are closer to this becoming a reality than ever before.

References

Attwell, G. (2012, September). Who owns the e-Portfolio? Retrieved from http://www.pontydysgu.org/2012/09/who-owns-the-e-portfolio

Barrett, H. (2005) ePortfolios for learning(Blog). Retrieved September 21, 2005 from: http://electronicportfolios.org/blog/

Buchem, I., Tur, G., & Holterhof, T. (2014). Learner Control in Personal Learning Environments: A Cross-Cultural Study. Journal of Literacy and Technology Special Edition, 15(2), 14–53.

Domain of One’s Own. (2015). Retrieved from http://academics.umw.edu/dtlt/2014/06/23/domain-of-ones-own-video/

Groom, J., & Lamb, B. (2014). Reclaiming Innovation. EDUCAUSE Review. Retrieved from http://www.educause.edu/visuals/shared/er/extras/2014/ReclaimingInnovation/default.html

Hattie, J. (2013). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Hattie, J., & Yates, G. C. (2013). Visible learning and the science of how we learn. Routledge.

Hopper, T., & Sanford, K. (2007). E-portfolio in teacher education: Pre-service teacher ownership of their learning and the Standards to be certified as teachers. University of Victoria. Retrieved from http://web.uvic.ca/~thopper/Site%20articles/Report%20e-portfolio.pdf

Lindren, R., & McDaniel, R. (2012). Transforming Online Learning through Narrative and Student Agency. International Forum of Educational Technology & Society, 15(4), 344–355.

Rikard, A. (n.d.). Do I Own My Domain If You Grade It? (EdSurge News). Retrieved September 8, 2015, from https://www.edsurge.com/news/2015-08-10-do-i-own-my-domain-if-you-grade-it

Thibodeaux, T. (2015) The idea for abbreviating choice, ownership, voice and agency as COVA came out of a conversation with my Lamar University colleague.

Tosh, D., Light, T. P., Fleming, K., & Haywood, J. (2005). Engagement with electronic portfolios: Challenges from the student perspective. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 31(3).

Watters, A. (2014, April). Beneath the Cobblestones… A Domain of One’s Own [Blog]. Retrieved September 11, 2015, from http://hackeducation.com/2014/04/25/domain-of-ones-own-incubator-emory

In Eportfolio , , , ,
permalink

Portfolio Model May Finally Influence Higher Ed

Dwayne Harapnuik —  August 18, 2015 — Leave a comment
http://campustechnology.com/articles/2015/08/05/how-nanodegrees-are-disrupting-higher-education.aspx

How Nanodegrees Are Disrupting Higher Education — Campus Technology via kwout

In this Campus Technology John Waters presents the argument that nanodegrees also referred to as “micro” online certification programs are changing the educational pathways. If you take away the new terms of nanodegree or micro degree certification courses have been around education for well over 100 years so this idea isn’t that new.

What is new and exciting is the fact that Waters identifies the significance of people being able to show potential employers what they are able to do, create or build through some sort of a portfolio. The following affirmation from Cathy Sandeen, chancellor of the University of Wisconsin Colleges and University of Wisconsin-Extension that people without traditional four years degrees are showing employers what they can do:

A growing number of industries are open to the idea of employing people with portfolio backgrounds — that is, people without four-year degrees who have done different things and can show you what they’ve done,” she said. “We see it in tech industries, especially software development, but also in creative industries — Web design, graphic design, screen writing — jobs that have traditionally been open to people who have followed different sorts of educational pathways other than the traditional four-year degree. I think we’ll see more and more certification programs that may appeal to those industries.

I find Sandeen’s statement paradoxical. A growing number of industries are employing people without degrees who can show employers what they have done and can do – so Higher Ed should focus on certification programs for these people who are getting work based on their portfolios. This doens’t follow. Furthermore Sandeen and other quoted in the article to the fact that traditional degree students are either doing after degree certifications so that they can show some sort of experience or some are doing certification training while they are in their degrees to gain experience to be able to show potential employers that they can actually create something authentic. The common factor is that students are recognizing that they need to be able to show what they have been able to do, build or create and traditional education doesn’t give them this ability.

We have to acknowledge that Higher Ed is in the business is credentialing and if the traditional credentials (four year degree) have stopped mattering as much as they used to it may be time for High Ed to consider a different form of credential. Sandeen, Thurn and most other educators from the article are pointing to these new nano, micro, meso certificates as the new credential, but perhaps the new credential should be the portfolio. More specifically an eportfolio that can show what a person has created, their creative potential and their ability to learn how to learn.

Read the full article…

In Eportfolio , , , ,
permalink

Minimalist Definition of an Eportfolio

Dwayne Harapnuik —  August 4, 2015 — 1 Comment

The minimalist definition of an eportfolio:

a learner’s digital evidence of meaningful connections

Can portfolios really be defined so simply and succinctly as a learner’s digital evidence of meaningful connections? I think they have to be considering the following:

  • Learning is the making of meaningful connections (see related posts meaningful connections).
  • Eportfolios are a learner’s digital evidence of learning.
  • Therefore eportfolios are a learner’s digital evidence of meaningful connections.

I have also been reviewing the literature on eportfolios ever since the term has been developed over 20 years ago and there is no shortage of definitions and debates on what constitutes an eportfolio. Furthermore, the literature is filled with obtuse (see post Our work doesnt’ have to be obtuse to be important ) academic writing that is all too often challenging to read and detracts for the usefulness of the eportfolio discussion and process. It is my hope to reduce or simplify the definition of an eportfolio and not add any unnecessary complexity.

However, if my minimalist definition doesn’t offer enough substance, then I suggest that you refer to a 2007 CETIS SIG mailing list discussion between Sutherland and Powell where they ratified the following definition before the mailing list audience:

An e-portfolio is a purposeful aggregation of digital items – ideas, evidence, reflections, feedback etc, which ‘presents’ a selected audience with evidence of a person’s learning and/or ability.

While this definition is somewhat expanded it really doesn’t say that much more or offer any more significance than the proposed minimalist definition. The more we add to the definition the more we start moving into a discussion of the why, or purpose, of portfolios and how we create them. I will be writing about the Why and the How of eportfolios in future posts.

For those who need to know more or see a more thorough handling of the definition of eportfolios please refer to the following links:

Dr. Helen Barrett, the most renowned proponent of portfolios/eportfolios offers the following definition and links to supporting essays on her Frequently-Asked Questions about Electronic Portfolios page. Barrett argues that there are two types of portfolios, the working and presentation portfolio, and that we need to combine both types to be most effective. While she is correct, she unfortunately overlooks the fact that modern tools like WordPress enable the learner to do both the working and presentation portfolio into one site.
http://electronicportfolios.com/faq.html

University of British Columbia (UBC) Eportfolios – What is it? UBC has been working with eportfolios for several years and their toolkit approach to using eportfolios provides a useful and pragmatic starting point.
http://elearning.ubc.ca/toolkit/eportfolios/

University of Waterloo – ePortfolios Explained. Another good starting point for learning about the eportfolio process.
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/educational-technologies/all/eportfolios

JISC eportfolio – Perhaps on the most compressive sites on the eportfolio.
https://www.jisc.ac.uk/full-guide/e-portfolios

Alverno College has one of the longest traditions (since the 70’s) of using a portfolio as part of their assessment-as-learning process. They currently use the Diagnostic Digital Portfolio (DPP) which enables the learner to follow their learning progress throughout their student career at Alverno.
http://www.alverno.edu/ddp/

References:
Barrett, H. C. (2000). Electronic Portfolios–A chapter in Educational Technology; An Encyclopedia to be published by ABC-CLIO, 2001. Retrieved from http://electronicportfolios.com/portfolios/aahe2000.html

Barrett, H. (2000). Electronic Teaching Portfolios: Multimedia Skills+ Portfolio Development= Powerful Professional Development. Retrieved from http://electronicportfolios.com/portfolios/encyclopediaentry.htm

Sutherland, S. and Powell, A. (2007), CETIS SIG mailing list discussions. Retrieved from https://www.jiscmail.ac.uk/cgi-bin/webadmin?A1=ind0707&L=CETIS-PORTFOLIO#3

In Eportfolio, Meaningful Connections , ,
permalink

Show Me Yours and I Will Show You Mine – Eportfolio Examples

Dwayne Harapnuik —  July 16, 2015 — Leave a comment

In the Canadian Journal of Learning and Technology article Engagement with Electronic Portfolios: Challenges from the Student Perspective the authors point to student disillusionment with the fact that they all too often are being asked to do something, create an eportfolio, which most instructors have not done. The following response from a student focus group session reveals students frustration in the fact that instructors are talking the talk but now walking the walk when it come to using eportfolios:

In terms of promotion the problem is the people trying to explain it have probably never used it so in a way they have no clue what they are talking about, basically. To put it frankly – after listening to them you would be like, Okay so you as an outsider who never even used it is telling us we should do this because it is the best thing since sliced bread but you have never used it – you can’t find someone who did use it – you don’t have enough information to tell us how to use it – and now you’re telling us use it and we’ll grade you on it – this kind of makes it hard for students to accept or appreciate it.

I have been keeping an eportfolio since the late 90’s. Unfortunately, my earlier work was maintained on sites that I did not control and when I left those organizations I was not able to take my work. Therefore my current site www.harapnuik.org archives only go back to 2009. Lessons learned — take control of your domain and site and ensure that you can take your work with you.

Rather then attempt to explain what goes into an eportfolio I am going to offer the following list of examples. You will note significant diversity in the way the sites are setup, the content that is covered and the levels of sophistication. The common factor is that each of these eportfolios highlights the authors personal, professional and social interests and passion for sharing their ideas and experiences.

This post/page will be a work in progress and as I find additional examples they will be added. The examples are broken into the following categories:
Primary & Secondary Students
Undergraduate Students
Graduate Students
Teacher & Principals
Professors/Instructors and Academic Professional

Primary & Secondary Students Eportfolios:

Levi Harapnuik – My Life as an Extreme Athlete. Levi’s started his eportfolio in primary school and after graduating from high school started to shape his portfolio to help him gain sponsorship for his Down Hill Mountain Bike racing career. The following post and video point to the advantages keeping an eportfolio
http://www.levibikes.com/how-my-blog-has-helped-me/
Levi’s main site:
http://www.levibikes.com

Undergraduate Students Eportfolios:

Vance Holms
http://vanceholmes.efoliomn.com/metro_state/

Urban Planning Portfolio
https://zakcq.wordpress.com/

Andre Malan
http://andremalan.com/

Jesse Lee
https://learn.uwaterloo.ca/d2l/eP/presentations/presentation_preview_popup.d2l?presId=509947

Karen Bell
http://karenbell.myefolio.com/Home

Graduate Students Eportfolios:

Roselynn Verwoord’s Electronic Portfolio highlights and shares the work that she is doing with a diverse community of educators, community-based practitioners and researchers, and policy makers, at both the local and international level.
http://blogs.ubc.ca/rverwoord/

Savita Malik – Masters of Public Health Portfolio
http://savitamalik.myefolio.com/

Rebecca Lynn Taylor – Graduate student teaching portfolio: Graduate student developing a portfolio for professional development
https://rebeccalynntaylor.wordpress.com/

Teachers & Principals Eportfolio Examples:

Sean Robinson – On The Side of Technology – His post Who Needs a Digital Portfolio points to the postive benfits of having a digital portfolio.
http://seanrtech.blogspot.ca/2015/06/who-needs-digital-portfolio.html?m=0

George Couros – The Principal of Change: Stories of learning and leading
http://georgecouros.ca/blog/
Related Youtube Video – Blog as Portfolio #leadership20

Joe Bower – For the Love of Learning
http://www.joebower.org/

Erin Klien uses her background in teaching and program development to create ideas to infuse technology enhanced activities that directly correlate to the common core national standards.
http://www.kleinspiration.com/


Professors/Instructors and Academic Professional Eportfolios:

Tony Bates personal site for resources in online learning and distance education. Perhaps one of the best Academic Professional sites.
http://www.tonybates.ca/

Karen L. Kelsky, Ph.D. spent 15 years as an R1 tenured professor, department head, and university advisor, and will tell you the truth about grad school, the job market, and tenure.
http://theprofessorisin.com/

Wesley Fryer – Moving at the Speed of Creativity
http://www.wesfryer.com/

Scott McLeod, J.D., Ph.D., is widely recognized as one of the nation’s leading experts on K-12 school technology leadership issues.
http://dangerouslyirrelevant.org/

Kevin Corbett’s site highlights his professional interests as they relate to the Internet, education & media technologies.
http://kevincorbett.com/

Michael Stephens – Tame the Web site focuses on emerging trends, tools and processes driving change in library and information communities.
http://tametheweb.com/

Tony Karrer’s eLearning Blog on e-Learning Trends eLearning 2.0 Personal Learning Informal Learning eLearning Design Authoring Tools Rapid e-Learning Tools Blended e-Learning e-Learning Tools Learning Management Systems (LMS) e-Learning ROI and Metrics
http://elearningtech.blogspot.ca/

Alec Couros – Open Thinking and Digital Pedagogy is Alec’s personal and professional blogging. Alec is a professor of educational technology and media at the Faculty of Education, University of Regina.
http://educationaltechnology.ca/couros/

Dr. Helen Barrett – No list would be complete without an acknowlegement of Dr. Barretts work with Electronic Portfolios and Digital Storytelling for lifelong and life wide learning.
http://electronicportfolios.org/

Luke Wroblewski – LukeW is an internationally recognized digital product leader who has designed and built software used by more than one billion people worldwide. The simplicty and elegence of Lukes site is impressive.
http://www.lukew.com/

Innovative Educator – Lisa Nielsen is currently a director of digital engagement and professional learning and an advocate for changing the future of education. Her blog is a great example of a professional eportfolio.
http://theinnovativeeducator.blogspot.ca/

Tony Wagner – Transforming Learning
http://www.tonywagner.com/

References:
Tosh, D., Light, T. P., Fleming, K., & Haywood, J. (2005). Engagement with electronic portfolios: Challenges from the student perspective. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 31(3).

In Eportfolio, Learning
permalink