E-portfolio proces
Description:
A version of Dyste and Tolo's portfolio model simplified and operationalised for technology-enhanced learning
Intended Learning Outcomes:
- reflect, design, formulate, apply the relevant curriculum in the specific context
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Preparation |
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The educator creates a shared Presentation Portfolio in an online flexible tool, which supports links, commenting/rating, and multimedia (e.g., Padlet, Miro, Wiki, LMS) ↓ |
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Technical support |
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Learning phase 1 |
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The educator introduces the portfolio concept to the students, including its pedagogical rationale, format, and how it is assessed ↓ |
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Support on the use of portfolios (purpose, proces, and tools) |
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The curriculum and other resources |
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The student creates an individual Working Portfolio in an available favourite and practical web-based tool, where it is easy to share and organise materials related to the module's curriculum (e.g., Padlet, Miro, Google Docs, apps...) ↓ |
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Support on the use of portfolios (purpose, proces, and tools) |
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Ongoing productions, ideas, etc. |
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The students collect their works and reflections in their Working Portfolio in a ongoing process ↓ |
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Support on the use of portfolios (purpose, proces, and tools) |
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Learning phase 2 |
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The individual Working Portfolio |
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The students select key works (self assessment), prepare, and share them (link) in the Presentation Portfolio together with a cover page. ↓ |
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Assessment criteria provided (e.g., a rubric) |
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Presentation Portfolios |
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Optional: Students review peers' Presentation Portfolios according to the rubric and prepare constructive feedback ↓ |
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Assessment criteria provided (e.g., a rubric) |
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The presentation portfolios and e.g., a rubric defining quality |
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Students' participate in a peer and educator feedback (online/f2f) guided by the provided criteria (and roles) ↓ |
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Assessment criteria provided. The educator moderates the process (online or face-to-face) |
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Learning phase 3 |
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Peer and educator feedback |
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The students reflect on the received feedback, their peers' portfolios and feedback, and add their reflections and plans for follow up to their Working Portfolio |
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Guide on using feedback |
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