Electronic Portfolios (ePortfolios): An Annotated BibliographyValerie Pickard ePortfolios
ePortfolios, also known as digital portfolios, have developed from paper-based portfolios and are being increasingly used internationally (the bibliography includes papers from New Zealand, Australia, the USA, the UK and Europe) throughout the education system for students at primary, secondary and tertiary levels; as well as for teachers. Within education they are used as tools for learning, assessment and professional development. They can also be used for interviews, employment and career development beyond the education setting.
The annotated bibliography below has been developed both as an assignment for the Information Retrieval module (MLIM6317) of the University of Hong Kongs M. Sc. in Library and Information Management course; and simultaneously as a contribution towards a City University of Hong Kong, University Grants Committee (UGC) funded ePortfolio project. A fuller description of the project, ePortfolios for all: A Roadmap for success, the context of the project and the intended readership of the bibliography can be found in the appendix. The project is the result of collaboration between the Education Development Office (EDO), the English Language Centre (ELC), other support centres such as the Career and Internship Office (CAIO), and academics from different colleges. Thus, owing to the scale of the project, the objectives for using ePortfolios and the contexts within which they are developed may vary within the University. How other universities have integrated ePortfolios within their academic structures, their interdepartmental collaboration, and their evaluation of the ePortfolio programmes are some of the concerns addressed in the selected bibliography below.
The main (identified) client for the bibliography will be the newly recruited project staff (a research fellow and two research assistants) who will need to become familiar with the whole topic of ePortfolios very quickly in order to make effective contributions to the project. We are currently running workshops for students and teachers on learning, employment and professional development ePortfolios. At this stage, we are NOT
Electronic Portfolios (ePortfolios): An Annotated BibliographyValerie Pickard interested in using ePortfolios for student assessment so this element will not be fronted in the bibliography below.
Search Strategies The search was conducted over a one month period from March 7th to April 7th 2009. The following information retrieval systems were used:
HKU Dragon Catalogue Ebrary Netlibrary EbscoHost all databases
Google Scholar Google.com advanced search Scirius.com ISI World Of Knowledge
As the use of ePortfolios in education is rapidly expanding, only papers written in 2000 or after were selected though any major works prior to that time were considered for inclusion.
Content and Organization of the Bibliography
Both the content and organization of the annotated bibliography reflect the needs of the client. Practical resources (with more of an emphasis on how to) are listed separately from academic resources as the former should provide a quick reference for students or teachers developing their own ePortfolios. However, there is inevitably some overlap e.g. a handbook on developing career portfolios is likely to be grounded upon and refer to theoretical principles.
The annotations of individual entries, in my own words unless shown as quotations, are derived from either skimming the full text or a close reading of the abstract. They are arranged in order of relevance within each thematic section. Some terms of direct relevance to the project team have been highlighted e.g. templates/structure(s),
Electronic Portfolios (ePortfolios): An Annotated BibliographyValerie Pickard Blackboard (the platform currently being used at City U). The relative weighting of the various thematic sections also reflects the major concerns of both the project and the imminent need for recent references for utilisation in the conference paper currently being written.
A. Academic References
Management of ePortfolio programmes/Integration within the university setting
Van Tartwijk, J., Driessen, E., Van Der Vleuten, C., & Stokking, K. (2007). Factors influencing the successful introduction of portfolios. Quality in Higher Education, 13(1), 69-79. Considers the objectives, learning environment and contexts required for successfully introducing ePortfolios. Includes some useful diagrams.
Johnson, G., & Rayman, J. R. (2007). e-Portfolios: A collaboration between student affairs and faculty. New Directions for Student Services (119), 17-30. Documents collaborative efforts between sudent affairs professionals and academic faculty to develop an academic e-Portfolio culture. Additional relevant chapters by other authors available in the same collection.
Lambert, S., & Corrin, L. (2007). Moving towards a university-wide implementation of an ePortfolio tool. Australasian Journal of Educational Technology, 23(1), 1-16 Contains literature review, details attempts to find an acceptable platform wikis were rejected in favour of Blackboard. Maps out the stages of technological and academic integration within the University of Wollongong, Australia.
Electronic Portfolios (ePortfolios): An Annotated BibliographyValerie Pickard
Learning Portfolios Stefani, L., Mason, R., & Pegler, C. (2007). The educational potential of e-portfolios: Supporting personal development and reflective learning. Connecting with e-learning series. London: Routledge. Blends reference to e-portfolio research and experience to date. A key work in the field, this is the product of collaboration by practitioners from the University of Auckland, New Zealand and the Open University in the UK. Also available as an e-book via ebrary. Dubinsky, J. (2003). Creating New Views on Learning: ePortfolios. Business Communication Quarterly, 66(4), 96-102. Considers ePortfolios as a means of helping students become the architects of their own learning through a process of reflection.
Barrett, H. C. (2007). Researching electronic portfolios and learner engagement: The REFLECT Initiative. Journal of Adolescent & Adult Literacy, 50(6), 436-449. A key practitioner in the field explores the use of, and arguments for ePortfolios in secondary education.
Cambridge, D. (2008). Audience, integrity, and the living document: eFolio Minnesota and lifelong and lifewide learning with ePortfolios. Computers & Education, 51(3), 12271246 Exhaustive study of active and high impact users in a well-established ePortfolio program supporting lifelong and lifewide learning for a diverse group of Minnesotans.
Nikirk, M. (2008). Digital Portfolios. Tech Directions, 68(5), 13-15. Describes digital portfolios as a powerful marketing tool for communication students. Different digital portfolio structures provided for students of different skills profiles in advanced computer applications, computer game development and animation programs. 4
Electronic Portfolios (ePortfolios): An Annotated BibliographyValerie Pickard Makes a useful distinction between general portfolios in which students keep their best work from the course, and interview portfolios which are created for a specific job interview.
Pink, J., Cadbury, N., & Stanton, N. (2008). Enhancing student reflection: the development of an e-portfolio. Medical Education, 42, 1132-1133. Discusses the development of e-portfolios designed to guide medical students through the stages of the reflective learning cycle and personal leaning plans. Interesting use of the eportfolio template which becomes part of a complete reflective learning package. Lombardi, J. (2008). To Portfolio or not to Portfolio: Helpful or Hyped? College Teaching, 56(1), 7-10. Considers the pros and cons of ePortfolios for learning, and especially for use in teacher training. Concludes that portfolios are here to stay.
Lopez-Fernandez, O., & Rodriguez-Illera, J. L. (2009). Investigating university students' adaptation to a digital learner course portfolio. Computers & Education, 52(3), 608-616
Qualitative and quantitative methods employed to study the impact of ePortfolios on the learning of 88 Spanish university students. Though students were in favour of ePortfolios as a personal development learning tool, no significant impact on their learning was found. Useful research tools such as questionnaires are included.Johnson, R. S., Mims-Cox, J. S., & Doyle-Nichols, A. (2006). Developing portfolios in education: A guide to reflection, inquiry, and assessment. Thousand Oaks, California: Sage Publications
Suggests methods of organizing the process, and provides tools that will be used during preparation programs and for professional and academic advancement. Accompanying CD with templates, sample documents and links.
Electronic Portfolios (ePortfolios): An Annotated BibliographyValerie Pickard McAllister, L. M., Hallam, Gillian C.,Harper, Wendy E. (2008). The ePortfolio as a tool for lifelong learning: Contextualising Australian practice. Paper presented at the International Lifelong Learning Conference 2008, 16-19 June, Yeppoon, Queensland. Review of ePortfolio practice in Australian Universities within the context of supporting lifelong learning.
Vuorikari, R. (2005). Can personal digital knowledge artefacts' management and social networks enhance learning? European Schoolnet, 2006-2012. Sees a role for ePortfolios as a means of managing both formal and informal digital artifacts. Explains how the artifacts can be shared with other learners via various social networ