RAPPORT
Volume 3 Issue 1 (2018)
be connected to outcomes; and their own
contributions.
understand both what we have learned
and what we still need to learn.
Another three suggestions are oriented to
the digital: “collect artifacts created in a
digital landscape”; “communicate in a
digital format”; and “create digital self-
sovereign identity”. Thus, even though
the item digital literacy didn’t generate a
large number of responses, those
interested in digital identity are specific
about what students need to do in an
ePortfolio and thus also begin to define
what digital literacy might mean in an
ePortfolio context: to work in a digital
landscape, to communicate digitally, and
to create a digital identity.
And as was the case with the given list,
the largest number of nominations
centered on reflection: “provide evidence
of prior learning”; “showcase growth over
time”; “analyze one’s own learning
process and draw conclusions”; and
“assist students in telling their story of
learning”. These suggestions define
reflection and link it explicitly to learning,
a shared value providing a touchstone for
our diverse group.
Participants also left the discussion with
a set of questions about ePortfolios to
consider. For example, what is the role of
a template in ePortfolios? Should
educational institutions provide students
with highly structured templates, or ask
that students design their own? Likewise,
should we focus more on students
demonstrating learning that we have
planned for them, or on the learning that
students themselves are documenting?
What’s the ‘sweet spot’ between control
and serendipity? And not least, are we
more interested in a showcase ePortfolio
or a reflective one? Of course, these
issues, or ePortfolio dimensions, don’t
always need to be in tension, but plotted
as this kind of heuristic, they help us
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