The Pentagonal E-Portfolio Model for Selecting, Adopting, Building, and Implementing an E-Portfolio

Abstract

Introduction With the proliferation of technology across the educational spectrum, there has been increased interest in student portfolios. A student portfolio is an organized compilation of artifacts that demonstrates learning and achievement and includes exegesis that articulates relevance and meaning (Cooper & Love, 2002). Over the years, the focus has changed from what things people have been taught to how and what people have learned as well as the meaning behind the learning (Love & Cooper, 2007). Increasingly, student portfolios are being created using computer and Web-based technologies. Known as electronic portfolios, they have been described as the biggest innovation in educational technology since the introduction of course management systems, having tremendous potential across disciplines, institutions, and technological applications (Lorenzo & Ittelson, 2005a). Electronic Portfolios may be developmental, demonstrating individual progress overtime and serving as a form of value added assessment; reflective so as to include personal reflection on the content, what it means, and how it demonstrates learning mastery so as to encourage critical thinking and metacognition; or professional/representational where they showcase an individual's achievements. Frequently, multiple portfolio types exist and/or the types are blended into a hybrid format. This paper is organized as follows: literature review, presentation of a 5-level model for portfolio development, implementation of the model in a successful e-portfolio project used in a higher education business program in the United States, and summary and future work. Literature Review Electronic portfolio adoption continues to grow exponentially according to campus surveys (Batson, 2005). Jafari (2004) explains that this is because academic leaders are excited by the prospects presented through electronic portfolios as they offer a contemporary and authentic way for students to demonstrate learning and the understanding of that learning in accordance with established objectives. The ePortConsortium (2003) advocates the adoption of electronic portfolios at all educational levels, explaining that student portfolios not only encourage meta-cognition, but also help students develop organizational skills; recognize skills, abilities, and shortcomings; showcase talents; assess academic progress; demonstrate how skills have developed longitudinally; make professional decisions; demonstrate that one has met learning requirements; and promote themselves professionally. As a result, they assert that student learning portfolios are the most comprehensive and reflective means of expressing a broad range of student's accomplishments. The pedagogic benefits of electronic portfolios have been identified as: * Authentic learning, where learning is more meaningful when it is linked to real world experiences, * Experiential learning, where students 'learn by doing' rather than learn through telling, * Competency-based education, where instruction is outcomes based using electronic portfolios as part of student learning outcomes based performance assessment where assessment may include higher order skills, * Lifelong learning, where learning is directed by the individual and guided by the individual's interests, * Autodidactism, where learning is self-taught and self motivated, and * Self-directed learning, where students take responsibility for their own learning (Love & Cooper, 2007). Chun (2002) said that a portfolio should require students to collect, assemble, and reflect on samples that represent the satisfaction of learning objectives, explaining that the portfolio building process encourages students to engage in structured reflection while they explore how learning translates into productive practice. …