Artifact: Annotated Article
Date: October. 2007
Course: Practicum ADHE
Competency: Knowledge of learning approaches and principles
The move towards e-Portfolios is arising from a paradigm shift in the use of technology in education—with very important implications on their long-term education role (Baston 2002). According to Baston, e-Portfolios may develop more complex functionality as more people are beginning to integrate the online interaction into their day-to-day lives, as has been seen with the recent popularity of Facebook–a faster way to email, a means of sharing photos, and a platform for organizing social movements. Similarly, Baston proposes that e-Portfolios can be integrated through the curriculum in higher education as learning, assessment, program evaluation and lifelong learning tools. In this way, e-Portfolios can become a rich learning tool that can assist universities in becoming more learner centered and engender lifelong learning.
This focus on technology in this article reflects its source which is a non-academic journal about campus technology. There are a number of factors driving the e-Portfolio process including a growing culture of accountability (Wickersham L & Chamber S. 2007) and a growing emphasis on more alternative assessment methods. Technology is an important factor but it important to realize that the e-Portfolio trend is framed by a number of different social factors.
References
Baston, T. (2002) The Electronic Portfolio Boom: What’s it all about?, Campus Technology Winter, 2007
Wickersham L & Chamber S. (2007). The Electronic Portfolio Journey: a year later
Education, Vol 127, No. 3
