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E-PORTFOLIO
STUDENT NAME:
COURSE:
DATE
E-PORTFOLIO DEFINITION
Weber (2006) proposed various meanings and definitions of e-portfolio in his study. These various definitions are identified by different authors and researchers based on their own understanding. It is like a complete yet brief biography of a persons academic and professional life.
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IMPORTANCE OF E-PORTFOLIO FOR GRADUATE STUDENT
Wakimoto & Lewis (2014) discussed that e-portfolio works as formative and summative tool meaning that it helps in assessing their academic performance by identifying the strengths and weaknesses of various students. It also helps in polishing various skills of students to turn them into their strengths.
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IMPORTANCE OF E-PORTFOLIO FOR GRADUATE STUDENT CONTD.
- To collect their work
- Reflect on their strengths and weaknesses
- Provide a platform to teachers to assess and improve
- Helps in attracting potential employers
- Connects courses and learning over time
- Improves student’s future learning and developing plans (Wakimoto & Lewis, 2014).
The importance of e-portfolio is discussed on the bases of student’s perception. Many students around the world found it effective and considered it as a helping hand in developing their critical, reflective, and analytical skills (Wakimoto & Lewis, 2014).
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COMPONENTS OF E-PORTFOLIO
For students, it is important to consider their e-portfolio a critical part of their education, therefore, they should focus more on providing their internship info, academic journey in terms of accomplishments and success along with the feedback of the faculty. This will not only motivate them to struggle for more accomplishments but will also help the faculty in identifying areas where they needs to improve their teaching and mentoring.
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COMPONENTS OF E-PORTFOLIO CONTD.
For Professionals
Biography (personal info, a brief profile)
Educational background (degree, majors, additional courses, short courses, training)
Professional experience
Performance, skills, awards, Accomplishments, references,
Evidence of competencies in specific areas of interests (e-presentations, photos, videos)
Letters of recommendation (certificates or appraisal from employer, professors, supervisor) (Bennett, 2008).
The study of Bennett (2008) provided a detailed description of the things that professionals should include in their e-portfolio. It is important to be brief, however, the portfolio should eb attractive enough that gives a complete insight to the reader about the qualities, competencies, and skills of the person.
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THINGS TO BE INCLUDE IN MY E-PORTFOLIO
Following are a few items that I would like to include in my e-portfolio. These items will not only make my portfolio attractive as s student but at the same time I can use these details to make my professional e-portfolio to attract potential employers. The inclusion of a good quote about my field make good impression on others.
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CHALLENGES ASSOCIATED WITH E-PORTFOLIO
Matra & Rukmini (2017) stated that developing an effective e-portfolio is difficult because it becomes hard for a person to list all of his belongings at one place. Moreover, it looks difficult to find what is more appropriate to be listed as “good”. E-portfolio also needs some IT skills to identify effective design and to use meaningful time.
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CHALLENGES ASSOCIATED WITH E-PORTFOLIO CONTD.
The study of Dhar (2013) suggested that due to the nature of e-portfolio, it has a potential risk of various legal and ethical concerns. These portfolios can be accessed by others and they can easily use their own name and identity on the work and accomplishments of others to make their own portfolio attractive.
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RECOMMENDATION
- Consider e-portfolio a critical part of education
- Use e-portfolio to critically evaluate accomplishments, weakness/strengths (Cheng & Chau, 2013).
- Develop reflection skills
- Teachers needs to embed e-portfolio in curriculum
- Communication and guideline is necessary
- Contentious feedback from peers, teachers, and professional-networks
The Cheng & Chau (2013) emphasized that students needs to develop reflection skills and should consider e-portfolio a critical part of education because only then they would be able to create and maintain an attractive e-portfolio as an APN. However, it is only possible when teachers promote open communication to improve student’s understanding to e-portfolio.
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CONCLUSION
The slides gives a short conclusion of the presentation by giving an insight to the definition of e-portfolio, its purpose, its importance, future development, and its effectiveness/uses.
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REFERENCES
- Bennett, A. (2008). Creating a professional portfolio. Nursing, 38(9), 63. doi: 10.1097/01.nurse.0000334658.43444.7f
- Cheng, G., & Chau, J. (2013). A study of the effects of goal orientation on the reflective ability of electronic portfolio users. The Internet And Higher Education, 16, 51-56. doi: 10.1016/j.iheduc.2012.01.003
- Dhar, S. (2013). Portfolio Management Strategies: Its Importance and Challenges Under the Changed Circumstances. SSRN Electronic Journal. doi: 10.2139/ssrn.2267007
- Matra, S., & Rukmini, D. (2017). Issues and Challenges of E-Portfolio in Micro Teaching Class: Studentss Perspectives. SSRN Electronic Journal. doi: 10.2139/ssrn.3005603
- Munday, J. (2017). An Embedded ePortfolio in a Master’s Degree: Is It Working?. International Journal Of Eportfolio, 07(02). Retrieved from https://files.eric.ed.gov/fulltext/EJ1159833.pdf
- Wakimoto, D., & Lewis, R. (2014). Graduate student perceptions of eportfolios: Uses for reflection, development, and assessment. The Internet And Higher Education, 21, 53-58. doi: 10.1016/j.iheduc.2014.01.002
- Weber, S. (2006). Developing nurse practitioner student portfolios. Journal Of The American Academy Of Nurse Practitioners, 18(7), 301-302. doi: 10.1111/j.1745-7599.2006.00134.x