What is the ePortfolio Idea? Marc Zaldivar of Virginia Tech on the ePortfolio Process. May 20, 1-2 pm US EDT
AAEEBL and EPAC continue their project to define eportfolio. This blog provides a framework for the next webinar.
First I Discovered Fire and then I Discovered ePortfolios
How Did you Change?
One important aspect of eportfolio that is often overlooked and rarely used well is showing change over time. An eportfolio can produce a website to showcase work, but it can also show the changes behind the work. Sometimes, people want to see what kind of learner you are. It’s important to show your own learning process.
Why are People so Dedicated to the ePortfolio Idea?
As we go from webinar to webinar asking “what is an eportfolio?,” something nags at me in my mind: “why are so many people deeply dedicated to the eportfolio idea?” Maybe that’s where our answer lies: what is it about the eportfolio idea that is so intriguing, inspiring, or hopeful?
The Owned ePortfolio Space
An eportfolio is a private, owned space that is apart from institutional hegemony. It is hard for a learner enrolled at an institution to feel they “own” any part of the learning process or the knowledge. If one does not own something, it is harder to get engaged. But within your own eportfolio, you can control who enters your space or even who sees your space and the work you are doing. That’s ownership. Ownership leads to engagement: eportfolios instrument the learner’s ownership of their own learning process.
Enabling Learning Designs for how People Actually Learn
Some of us have seen in eportfolios the possibility of creating learning designs that are truly based on the latest theories of how people learn. The word “pedagogy” has come to mean, in common academic speech, one’s own teaching style or approach; it is called pedagogy after the fact in most cases. It usually does not mean a style or approach based on intense study of learning theory. Given the “built pedagogy” of the classroom, the credit system, the course system, the legacy “content delivery” concept, expectations of students and a century of behaviorism, one’s pedagogy is almost pre-determined. ePortfolio practices offer a counter-balance.
This counter balance can be understood in these ways: as an influence on culture in the broad context of human history, the history of learning and education, and the short history of technology’s re-creation of humanity.
· Human history: information technology has distributed information and power broadly, breaking up too closely held hegemonic structures. Technology is a democratizing force. ePortfolios can be understood as a democratizing force in education, especially higher education.
· Learning and education: new fields have taken up the study of learning over the past 50 years, such as cognitive science, linguistics, anthropology, sociology, economics as well as the traditional fields of psychology and education. ePortfolios can be understood as allowing educators to embody new findings about learning.
· Technology’s re-creation of humanity: humanity is inseparable from the technologies we depend on such as clothing, fire (as contained in internal combustion engines) and tools. We are human because of the inhuman. Technology has made learning available anywhere and eportfolios can be understood as native to this new reality. ePortfolios are the clothing and the fire and the tool in this world of knowledge everywhere.
ePortfolios have not created these realities but instead they are in tune with and can reinforce these realities. ePortfolios allow us to make the most of the world of knowledge we now live in.