A Guide for Students: The First Steps
Since there are many types of ePortfolios, it can be difficult to know where to start. This page is specifically to help students and creators identify questions, audiences, and considerations for getting started.
Step 1: IdentifyWhat Type of ePortfolio You are Creating
There are many different types of ePortfolios. Some of the main ones include:
Learning ePortfolios:These portfolios illustrate the process of learning. The audience is typically teachers and/or supervisors, peers, and self. It is not about including yourbestwork or work that received an A+ -- instead, these ePortfolios highlight the process of learning. Frequently included artifacts are paper drafts, lab reports, reflections, etc.
Career ePortfolios:These portfolios are usually a compilation of best work that illustrates professional skills and aligns with the job you are either applying for or want to work in. The audience is typically potential employers. Frequent artifacts included are resumes, professional development, best works, etc.
Showcase ePortfolios:These portfolios illustrate your best work and showcase particular work for a specificaudience. For example, an artist might showcase their best work and reflections on the meaning. Students might also use these in a Capstone Course to illustrate learning throughout a program. Frequent artifacts include: polished work, resumes, contextual information, etc.
Resources:
UA Handout on Learning ePortfolios
UA Student Engagement and Career Development
Types of ePortfolios (All Saints' College)
Oftentimes, you might create a hybrid of these ePortfolios but all ePortfolios have the same three components:artifacts/evidence, contextual information, and digital identity choices.
Step 2: Collect, Select, Reflect
All ePortfolios include artifacts, contextual information, and digital identity choices. Let's break this down further:
Artifacts:These are the "evidence" for your ePortfolio and the work you want your audience to engage with to help understand your ideas, skills, etc. Examples include resumes, drafts, teaching materials, etc. You want to make sure youcollectthese artifacts in a place where you can easily find them (i.e. Google Drive, Dropbox, Desktop Folder, etc.).
Examples of Artifacts for your ePortfolio (PDF)
Contextual Information:This often includes information about when the artifact was created and the situation it comes from, it helps the audience understand the purpose of the portfolio and materials, and also who you are as the creator. Examples include: an "about me" section with your interest/goals, details about the course you are in and when you took it, the jobs you are applying for, etc. As youselectyour artifacts you want to make sure it fits the context (i.e. the audience, the purpose, the tone, etc).
Worksheet on Selecting and Contextualizing Artifacts (PDF)
Digital Identity Choices:These choices include color schemes, pictures, font, and other ways you hope to express your individuality and identity on your portfolio. It is important to keep in mind how you are presenting yourself to your audience and how it is helping you achieve your goals. Digital identity choices encourage you to bothselect and reflectand the context and how you want to present yourself. As you reflect it is important to keep in mind where you've been, where you are, and where you are going. An ePortfolio is an excellent way to trace these steps and parts of the process.
Worksheet on Identifying Your Digital Identity (PDF)
Worksheets created by Auburn's ePortfolio Initiative
Step 3: Select Your Technology
It is important as you create your ePortfolio to not only have your artifacts, contextual information, and digital identifers but also technology that fits your purpose. Some guiding questions might include:
1) Do I want to be able to access this ePortfolio once I graduate, leave the class, etc.? If so, does the platform allow me to continue accessing it?
2) Does the platform allow me to upload or create the most important artifacts for my purpose?
3) Is the platform user friendly? Can I easily understand how to add artifacts andcontextual information?
4) Does it allow me to engage in my digital identifies in ways that help my audience (i.e. can I upload pictures, manipulate color, etc.)
5) Is the platform readable and accessible to my audience (i.e. can I do closed captions, alt-text, etc.)?
At the University of Arizona we have specific support forDigicationandAdobe.Students also have found Wix, Weebly, and Google Sites useful. Students in General Education will be using Digication due to its ability to follow students beyond their college careers, its ability to include universal design features, assessment processes, and more.
Resources:
UA Integrated Technology
UA Accessibility Guide
