Benefits

Fox’s (2008) Learning to Learn portfolio model introduces us to the benefits of ePortfolios, by supporting metacognition, assessment for learning as well as facilitating the link between home and school. These pedagogical benefits are also discussed in the More Self-Esteem with My e-Portfolio (2007) project. //“The notion of self-organised learning, self-regulated, self-directed is deeply embedded in the pedagogical eportfolio concept.” (//p. 18). Additionally they discuss how eportfolios improve learning, support lifelong learning, record learner progress and recognise informal learning.

One can not have a greater benefit than that of developing effective learning through metacognition and supporting effective pedagogical practice. Furthermore, both Woodward & Nanholy (2004) and Barrett (2005) describe how eportfolios facilitate increased motivation and engagement in learning. By allowing students to publish learning, greater self-confidence is gained and supported by discussion and reflection.

The benefits discussed so far are not exclusive to the digital format. One could argue, as Woodward and Nanholy (2004) suggest in their article aptly named Digital portfolios: fact or fiction?, that digital portfolios are a passing fad. They ask whether or not they add to existing practices or if they are a fashion soon to be forgotten. This site is based on the belief that the switch from paper to digital portfolios is highly beneficial and brings with it many more advantages.

Riedinger (2006) discusses how the digital nature of eportfolios open wide the possibilities for reflection during learning, before learning and after learning not only individually, but in discussion with peers and teachers through written, spoken, video or graphical representation. This is reinforced by Harris et al. (2007) who write that online eportfolios provide students //“with much greater flexibility in gathering, documenting, updating and maintaining the evidence of their learning over time ... represent greater flexibility and may be updated by students anywhere, anytime.”//

Accessibility is also discussed by MOSEP (2007), who argue that the ubiquitous nature of internet connectivity, through not only computers but mobile phones and other devices, allows huge benefits so that //“...students can literally carry their eportfolio around with them and update it at any time in any place.”// (p. 36)

Both Attwell (2007) and MOSEP (2007) describe how eportfolios, with their ability to facilitate social networking, add another dimension to the capabilities of the eportfolio. They can, depending on the design of the application, provide the opportunity for students to use computers as they do in their social life; to share, create and network. Students, teachers, peers and parents can connect and collaboratively change and adapt thoughts and feedback to a learners developing needs and goals.

The multimedia nature of the eportfolio is a widely discussed benefit. The ability to create and share powerful multimedia learning has become considerably more accessible in schools. MOSEP (2007) describe how multimedia tools such as iPods, mobile phones and video cameras support the ability to capture rich records of learning and reflection when and where it takes place. Additionally this may be a much more suited method for many students to capture thoughts and learning if they are less confident using the written form.

Fox (2008, p. 8) emphasises the importance of capturing this learning:

//The power of ‘student voice’ should not be underestimated. To hear students reflecting on their own work, in their own voice, with their own intonations and expressions, conveys meaning in a manner that is simply not possible in written form. Voice adds depth to the work, allowing the author’s personality to come through. It enables the author to communicate more directly with those viewing the work who are then able to listen directly to the author’s thoughts and reflections.//

Multimedia in an eportfolio is not limited to student voice, it includes the capability to incorporate all the elements of sight, sound and motion. This is one of the most immediate advantages of the digital format; embedding videos, podcasts, virtual reality scenes, slideshows and presentations to suggest a few. This manifest of learning enables real and authentic learning to be shared and interacted with as it was designed. This can not be replicated in a paper version. Barrett (2005) agrees that multimedia is beneficial not just for its authenticity but because; //“The use of multimedia tools is one strategy that involves and engages learners.”//

Harnessing the power, of what is commonly referred to as Web 2.0 or the read-write web, introduces us to another of the advantages of the digital online eportfolio, especially those created by blogging software such as WordPress or Google’s Blogger. No longer do users and creators of web content need to know HTML or technology specific skills, they can focus on creating and sharing their thoughts and learning which can be tagged, categorised and published chronologically.

Web 2.0 additionally incorporates many other benefits. O’Rielly (2005) describes how blogging with the use of RSS technology, allows for a of //“collective intelligence.”// RSS allows someone to link not just to a page, but to subscribe to it, with notification every time that page has new entries or comments. The potential is there for parents, peers and teachers to subscribe to an eportfolio feed and thus to new learning and reflection from their child or student. It will be delivered to them rather than the learning collaborators having to go looking.

Web 2.0 is the technology that makes possible the ability for students, peers, teachers, parents, whanau, anyone with access, to view, comment, feedback and reflect from any Internet ready computer, anytime. Becta (2007, p. 5) in their Impact Study of e-Portfolios on Learning, describe how this feature supports learning: //“Tools that support the important learning process of feedback from teachers and peers, and collaboration within class groups and across institutions, are much appreciated by learners and teachers. These include tools for commenting...”//

Tosh et al. (2006, p. 30) agree. They state that, //“In the right environment the social networking potential of the learning landscape and eportfolio-related tools are features that facilitate and enhance the making of connections and the linking together of people, ideas, resources and learning...”//

Below, Ian Fox further discusses the use of eportfolios and the journey from paper based to electronic. media type="custom" key="7051851"