e-Portfolios @ UBC – Archive of Projects

With the completion of the e-portfolio pilot project at UBC, the departments involved have outlined a summary of the successes and suggested improvements to the program. To download the TAG portfolio report, click here.

With the completion of the e-portfolio pilot project at UBC, the departments involved have outlined a summary of the successes and suggested improvements to the program. To download the science portfolio report, click here.

With the completion of the e-portfolio pilot project at UBC, the departments involved have outlined a summary of the successes and suggested improvements to the program. To download the pharmaceutical sciences portfolio report, click here.

With the completion of the e-portfolio pilot project at UBC, the departments involved have outlined a summary of the successes and suggested improvements to the program. To download the Office of Learning Technology professional staff portfolio report,click here.

With the completion of the e-portfolio pilot project at UBC, the departments involved have outlined a summary of the successes and suggested improvements to the program. To download the International Peer Program portfolio report,Click here.

With the completion of the e-portfolio pilot project at UBC, the departments involved have outlined a summary of the successes and suggested improvements to the program. To download the Education (Master’s of Education and Teacher Education ) portfolio report, click here.

With the completion of the e-portfolio pilot project at UBC, the departments involved have outlined a summary of the successes and suggested improvements to the program. To download the English portfolio report, click here.

• “My e-portfolio will help me manage change. Changes are happening quickly. I will be able to reflect on the transitions.” Learning Technology Professional Staff

• “Reflection was not embraced until we re-branded it as information processing. We learned this from the 1st year of the pilot; Science students don’t understand the concept of reflection. Information processing exercises helped lessen the amount of study-time; students realized that this process helped them learn the course content.” e-Portfolio Project lead

• “The main thing that has worked is that people are using it. A technology is successful if people don’t have to be coerced into using it, if once they are introduced to it, they are motivated to explore it on their own and even take it into new, emergent forms. And indeed, I have seen people using e-portfolios in any number of ways to solve any number of problems. In the projects I’ve been involved with, many people have been excited to go off and start their own e-portfolio. Not everyone is sold, but for those who are, the e-portfolio is an important and stimulating component of their learning.” Graduate student who supported pilot projects

• “My e-portfolio allowed me to put that extra information that you can’t share with your potential employer during the very first impression. They’re still going to look at your resume, but if they have further questions, they can always look at your e-portfolio. My e-portfolio serves as a vehicle to demonstrate my skills and knowledge.” Learning Technology Professional Staff

• “Instructors need to model e-portfolios to students, they need to be encouraged to create their own teaching portfolios. Teaching e-portfolios and student e-portfolios are connected.” e-Portfolio Project lead

• “The benefits of e-portfolios are transferable to life!” Departmental Administrator

• “Students required a lot of support to get beyond technology problems. We always underestimate the level of human support required to support something like this.” Instructional support staff

• “The most rewarding experience I’ve ever had as an instructor.” Land & Food Systems instructor

• “e-Portfolio is another learning tool that promotes a learner-centred approach through reflection. This is the leading technique in learning research right now. We need to embrace these activities, especially if UBC wants to be the ‘leading university’ of North America and the world. It fits into UBC’s Trek strategic goals.” Pathology instructor

• “The e-portfolios in the course helped broaden the scope of understanding around group learning. The students began to work together and approach learning in a team way.” Science instructor

• “We’ve used portfolios in Education for a long time. e-Portfolios are more robust. They give us a chance to do so many more things that we couldn’t do on paper. And, the level of professionalism is elevated.” Education instructor

• “Our students had too many other things to do already and saw the e-portfolio as just another assignment. They didn’t buy into it even though we changed the process in 2nd year. When students question meaning we, as instructors, will too.” Pharmacy instructor

• “We didn’t force students into an e-portfolio box or template. We really focused on folio thinking and let the process shape the e-portfolio, not the tool.” Science instructor

• “Any success in this pilot was tied directly to the work of the instructional support staff.” Land & Food Systems instructor

• “The teaching environment improved 1000% with the addition of the e-portfolio. Previously, I felt like a marker…There was no discussion and no interaction in the course. I felt disconnected.” English instructor

• “You can’t disentangle the e-portfolio from the technology at this point and the problems with the technology crushed the benefits to students.” Land & Food Systems instructor

• “A value of e-portfolios is that you can take them beyond the course. Our portfolios were bound by the technology within the course structure. The technology is a challenge as there is no campus-wide technology implementation at this time.” English instructor

• “We need to go farther to improve ways of encouraging students to be accountable for their own learning and how to integrate this with using the e-portfolio when workloads are already very heavy and neither students nor faculty have a lot of time.” Pathology student

• “The thing about reflecting I have realized recently, I have been writing a journal about my internship for the past couple of months, you just realize the growth you’ve made – it’s like, when you’re in the process of going through some sort of growth you don’t recognize it at the time because it is slow but then when you look back on things that is when you actually realize what’s changed and how different you are.” 4th year student

• “Confidentiality is a concern – is there a way to publish it and control access.” 2nd year student

• “If this is my personal reflection – how can you give me 3 out of 5?” 3rd year student

• By completing the e-portfolio, I was able to identify my strengths and weaknesses in a very tangible way. I’ve already been able to make improvements this year.” 3rd year student

• “The ability to reflect upon the past and the ability to learn from past mistakes leads to exceptional growth.” 4th year student

• “In terms of the e-portfolio project, I would say it has been a great opportunity to learn the importance of reflection. I am better able to learn from my mistakes through reflection, and I feel confident in the area of goal setting. The writing exercises were somewhat tedious, however all in all, this experience has been a positive one.” 3rd year student

• “My e-portfolio gave me a new depth of understanding of what the program is and what its goals were.” 2nd year student

• “I would rather reflect verbally than within a structured technology. The e-portfolios were too structured. Too much structure works against personal reflection. Some stuff you can’t provide evidence for.” 1st year student

• “I found it intimidating at first for everyone to see my work. But it really made me think about what I was putting out there and because so many people were going to see it I made sure that it was the best that I could do.” 3rd year student