Multimedia Presentation: Multimedia Presentation: Digital PortfoliosDigital Portfolios

Walden UniversityWalden University

Tiffany WilkinsonTiffany Wilkinson

Dr. Amar AlmasudeDr. Amar Almasude

Digital Portfolios Digital Portfolios

The purpose of the innovation is to The purpose of the innovation is to allow students to create projects and allow students to create projects and

convert school work into a form of convert school work into a form of technology to represent their technology to represent their

accomplishments (New Mexico accomplishments (New Mexico Regional Technology Assistance Regional Technology Assistance

Program, 1999). Program, 1999).

Digital PortfoliosDigital Portfolios

were designed to give teachers and were designed to give teachers and students a clear, organized way to gather students a clear, organized way to gather evidence of accomplishments and growth evidence of accomplishments and growth over a period of time using software that over a period of time using software that

can be passed from one computer to can be passed from one computer to another, saving space and improving another, saving space and improving

communication and organization.communication and organization.

Collation of Essential Schools, Brown Collation of Essential Schools, Brown UniversityUniversity

Brown University conducted a study at two Brown University conducted a study at two secondary schools. Throughout the study, secondary schools. Throughout the study,

the researchers developed the requirements the researchers developed the requirements needed from teachers, students, and needed from teachers, students, and

technology. The examiners determined the technology. The examiners determined the steps that should be taken to effectively steps that should be taken to effectively

improve time and space problems of improve time and space problems of portfolios. The researchers are concerned portfolios. The researchers are concerned in the perception of the innovation and how in the perception of the innovation and how to develop and grow upon its weaknesses. to develop and grow upon its weaknesses.

Difficulties Throughout the Study Difficulties Throughout the Study

The researchers realized that there were The researchers realized that there were design issues. For example, some design issues. For example, some teachers would like to see all work teachers would like to see all work

samples by one student, while others samples by one student, while others would like to see a specific task from all would like to see a specific task from all students. This is an organizational issue students. This is an organizational issue

in which teachers are affected. in which teachers are affected.

Difficulties Throughout the Difficulties Throughout the Study Study

In addition, there were also technical In addition, there were also technical considerations. What is the best way to considerations. What is the best way to

condense the digital space needed? How condense the digital space needed? How could the networking between in school could the networking between in school

and out of school communication be and out of school communication be produced effectively? produced effectively?

Future DifficultiesFuture Difficulties

The Collation of Essential Schools have The Collation of Essential Schools have identified several problems the digital identified several problems the digital

portfolios may face in the future.portfolios may face in the future.

• Technical requirementsTechnical requirements• ConfidentialityConfidentiality• Additional featuresAdditional features

DiffusionDiffusion

This innovation has yet to reach its full This innovation has yet to reach its full potential. While most universities have potential. While most universities have adopted it, K-12 are still not completely adopted it, K-12 are still not completely

involved. Universities use programs, such involved. Universities use programs, such as as eCollegeeCollege or or BlackboardBlackboard, to organize , to organize

and use digital portfolios. and use digital portfolios.

Innovation Decision Process

Persuasion

Confirmation

• Teachers were very familiar with using portfolios to collect student work. However, in the early 2000s, educational institutes began gaining information of electronic portfolios. They realized the growing use of technology, and began finding uses for it.

KnowledgeKnowledge

• Aspects that have persuaded:• Students:

• Use of portfolio as a resume (higher education)• Visual representation of their accomplishments• Feedback from instructors• Educators:• Also, used as a resume builder• Tool to better manage, review, reflect, and comment on student

work• Portfolios can be stored in small spaces and easily carried

compared to paper porfolios

PersuasionPersuasion

• Administrators• Easy to reflect on instructor and student work over a

period of time.• Align work to cirruculum

(Batson, 2006)

• Many universities decided to give the innovation a trial run, resulting in adoption. Important decisions that were made by administrators were:– Artifact inclusion– Technology tools– Evaluation and assessment procedures– Reflection use (Strudler & Wetzel, 2005)

DecisionDecision

• At the start of many portfolios, universities give tutorials. Univesity of Texas-Pan American offers educational tools with step-by-step procedures and telephone support for instructors and students.

http://www.utpa.edu/dept/curr_ins/undergraduate/docs/Electronic_Portfolio_Review_and_Tutorial.pdf

ImplementationImplementation

• Costs:– Grants are often obtained to support the need for

the technology and training.

• Benefits have been recognize of the use of digital portfolios:– Take up very little physical space, but can hold

massive amounts of information.– Can include collaborative work that otherwise would

not be incorporated.– Easy to share with teachers, students, parents,

corporations.– Gain technology skills.(Abrenica, n.d.)

ConfirmationConfirmation

ReferencesReferences• Abrenica, Y. (n.d.). Electronic Portfolios. San Diego State University. Retrieved October 8, 2009,

from http://edweb.sdsu.edu/courses/edtec596r/students/Abrenica/Abrenica.html• Batson, T. (2006). The electronic portfolio boom: what’s it all about? Campus technology.

Retrieved October 8, 2009, from http://www.msnc.la.edu/include/learning_resources/emerging_technologies/eportfolio/ePortfolio_boom.pdf

• Leon, L. D. (2007). Electronic portfolio review and tutorial. University of Texas Pan-American. Retrieved October 8, 2009, from http://www.utpa.edu/dept/curr_ins/undergraduate/docs/Electronic_Portfolio_Review_and_Tutorial.pdf

• New Mexico Regional Technology Assistance Program (1999). Digital portfolios. Retrieved October 1, 2009, from http://reta.nmsu.edu/lessons/digital/

• Niguidula, D. (1993). The digital portfolio: a richer picture of student performance. Retrieved October, 2009, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/14/bb/ac.pdf

• Strudler, N. & Wetzel, K. (2005). The diffusion of electronic portfolios in teacher education: issues of initiation and implementation. Journal of research on technology in education. Retrieved October 8, 2009, from http://coe.nevada.edu/nstrudler/Strudler-Wetzel-JRTE05.pdf