Documenting Erasmus Student Experiences Through e-Portfolios

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Today I attended an e-portfolio event funded by the National Forum which was organized by Orna Farrell. Orna shared her slides and encouraged us to be interactive during the session. The session had four main parts: an overview by Orna, two case studies of using e-portfolios to support Erasmus students (Naoimh O’Reilly, from the Business School and Julie Ui Choistealbha, from MARINO), and an interactive session to create an assessment outline for an e-portfolio. The session was funded by the National Forum and more on the outline of the session can be found on the National Forum’s blog

 

Orna provided a definition of e-portfolios:

 

Corley & Zubizarreta (2012) defines a learning portfolio as: “a vehicle for bringing together judiciously selected samples of students’ work and achievements inside and outside the classroom for authentic assessment over time. A typical learning portfolio may include both academic materials and personal profiles and may designate some of its contents as public or private.The learning portfolio, then, becomes more than a product, a simple repository of artefacts; it becomes a process of reflection, of organizing, prioritizing, analysing, and communicating one’s work and its value, which may prompt insights and goals” (p.65)

 

She suggested the following as some of the advantages of e-portfolios: focuses on the process of learning and encourages reflection, integrates learning and makes connections between modules, provides the student with a sense of belonging, facilitates authentic learning, enables self-regulated learning and critical thinking.

 

Julie gave the following useful list of ways of evidencing learning and providing content for a portfolio:

  • Padlet: Photo a day
  • MindMup: Review of meetings, goal setting, skill development
  • Storyjumper:   Personal journey
  • Voki: Avatar creation instead of written reflections
  • Checkli: ‘To do’ list tracking.
  • Pixabay: High quality images to represent personal learning
  • SurveyMonkey: Feedback from placement provider

To foreground the session on designing an e-portfolio assessment, Orna listed the following assessment best practices:

  1. Identify the clear purpose of the eportfolio task
  2. Clearly articulate the purpose to the students
  3. Integrate into the assessment plan for the module
  4. Provide front loaded tech support to students and staff
  5. Scaffold student reflection through the use of prompts
  6. Give students support with reflective writing
  7. Give example eportfolio
  8. Design a specific rubric for the assessment

A picture of our final product for this activity is below. Overall a thoroughly enjoyable and informative day.

 

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One Response to “Documenting Erasmus Student Experiences Through e-Portfolios”

  1. Niall Watts Says:

    Thanks to my DCU colleagues for hosting this event. It gave me some useful ideas about building on the informal aspects of learning while abroad on Erasmus+ projects by recording and reflecting in an ePortfolio

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