RAPPORT
Volume 3 Issue 1 (2018)
Figure 3: Summary of responses
(numbers in brackets)
to define and/or create an
archive of artifacts. [18]
to tag artifacts. [6]
COLLECT
SELECT
to make selections for an
ePortfolio rhetorically, to
serve a given purpose and
audience (e.g., for
employability, for a
graduation requirement, as
part of a module). [21]
to put artifacts in dialogue
with each other. [4]
CURATE
to curate artifacts (e.g.,
contextualize and arrange).
[16]
to reflect-- to provide
accounts of process, for
instance, or to synthesize
learning across both inside
and outside school. [36]
REFLECT
to create reflective texts in
various media--in video as
well as in print. [7]
to use design principles
(e.g., font style and size,
color, and graphics) to
create ePortfolios
expressing their identities
and meeting the needs of
purpose and audience. [9]
to create a ePortfolio for an
ill-structured context. [2]
to demonstrate digital
literacy. [9]
to demonstrate global
citizenship. [3]
to create social media as
part of the ePortfolio [0]
to integrate various artifacts
and experiences [16]
INTEGRATE
participants as those valuing reflection,
was another practice typically associated
with ePortfolios, selecting artifacts: “to
make selections for an ePortfolio
rhetorically, to serve a given purpose and
audience (e.g., for employability, for a
graduation requirement, as part of a
module)” - an activity that clearly would
contribute to successful portfolios but that
students are not always taught. And not
least, coming in third was archiving: “to
define and/or create an archive of
artifacts.” Interestingly, then, the top three
practices are those that are prominent in
the ePortfolio literature: collecting and
archiving potential artifacts; selecting
from among them for the portfolio; and
reflecting on them.
There was a tie for the fourth most
popular response, which garnered only
two fewer responses than archiving. One
was curate: “to curate artifacts (e.g.,
contextualize and arrange)”; and the
second was integrate: “to integrate
various artifacts and experiences.” Other
elements, among them reflective tagging,
creating reflections in various media,
using design principles, and
demonstrating digital literacy, received
fewer responses; they do not appear to
be shared values, nor do these
respondents identify them as elements of
an ePortfolio curriculum.
More generally, what might we make of
these responses? The participants at the
Dublin CRA/AAEEBL-sponsored
Eportfolios and More: The Developing
Role of Eportfolios within the Digital
Landscape seminar largely gravitated to
the three features defining ePortfolios
across the globe - collection, selection,
and reflection - with the majority
understanding ePortfolios as vehicles for
reflection. Given the diversity of our
participants and all the contexts and
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