The use of computers in distance education creates many opportunities for learners to record their progress through a course. In many institutions, tutors are using e-portfolios as a method of formative or continuous assessment. E-portfolios can be produced and published on the Web using some of the simple tools that were discussed in Unit 4, such as wikis, blogs and Google Docs. In addition, some learners might choose to add multimedia elements such as video or audio recordings, if they have the basic equipment – and the inclination – to do so.

As the following illustration by Helen Barret (2007) shows, it is possible to create quite an elaborate, multimedia portfolio system using only freely available tools on the Web.   

Example of an e-portfolio using Google applications

Barret (2007) http://electronicportfolios.org/google/index.html - More information available at the author's site on how she uses these Google tools in e-portfolios.

Reasons for using e-portfolios in distance education

The main reasons that e-portfolios are used in distance learning are:

  • E-portfolios provide opportunities for reflective learning. In many cases, for example, e-portfolios consist of learners’ ‘best work’ compiled throughout a period of study, and the process of collecting these items promotes reflection on the learning process.  
  • E-portfolios can help learners to document their progress towards the learning outcomes. It can be very satisfying for learners to look back over their portfolios and see how much they have learnt. 
  • E-portfolios can also be a record of shared learning, if learners contribute to each other’s wikis, comment on each other’s blogs, for example. 
  • Many learners see the main value of e-portfolios as being the opportunity it provides them for developing their computer-based presentation skills. In this age of media literacy, many learners place a great deal of value in developing the skills to publish documents, pictures and other multimedia items on the Internet. 
  • The fact that there can be a real audience, beyond the classroom, for their portfolios, can be a very motivating factor. (E-portfolios can either be located within a ‘walled’ community such as a learning management system, or placed in the public domain where anyone can access them.)

Reflection

Do you use e-portfolios in your teaching? If not, can you see any possible benefits from trying them out? What tools would you use? What do you think would be the benefits to your learners? Can you foresee any possible pitfalls? What could you do to minimise the risk of these pitfalls?

If you are already using e-portfolios in your teaching, do you think your experience might be useful for other tutors to know about? Would it be possible for you to get together with your colleagues to discuss this? How about sharing your ideas with other tutors in an online forum? (See the 'Support for tutors' section for links to online community forums for educators and trainers.)

References and additional resources

Barrett, H., 2007. Google Apps for ePortfolios. ePortfolio Mash Up with Google Apps. Available at: http://electronicportfolios.org.google/index.html [Accessed Dec 21, 2008].

Lane, C., 2007. The Power of "E": Using e-Portfolios to Build Online Presentation Skills. Innovate, 3(3). Available at: https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1100&context=innovate [Accessed Oct 11, 2010]. Very interesting article about the use of e-portfolios at Washington University.