In this session, you will be asked to consider how you can use ePortfolios to support reflection on your learning.
An e-portfolio is itself just a system for storing and viewing digital data. Despite the differences between digital and
analog, it is essentially the same as an ordinary paper notebook. Notebooks can be used for learning, for expression, and for doodling. Similarly, an e-portfolio can be used "for learning" depending on how you use it. Depending on how you
use it, it can be used "for learning", which means that how you use it is important. However, even in institutions that have actually implemented ePortfolios, there is little thought given to "how to use ePortfolios for learning." Despite
the claims that "ePortfolios can be used for learning" and "there are many ways to use ePortfolios for learning," many institutions of ePortfolio implementers seem to be just copying what they've seen and heard somewhere else. But ePortfolios
should be used differently depending on what they are used for, so it should be obvious to all of you who are learning about ID.
ePortfolios are classified in several ways depending on how they are used. For example, there are assessment
e-portfolios and teaching e-portfolios, but these are just classifications, and there is no fixed way to use them (for more information, please refer to the references listed). The e-portfolio we will be discussing in this article is the "learning
e-portfolio," which is an e-portfolio designed to support learners' own learning (when we refer to it simply as an e-portfolio, we are referring to the learning e-portfolio).
A diagram showing the learning activities in an e-portfolio
can be found in Barrett (2010) in the designated paper. Simply put, the e-portfolio has two roles: a place for the learning process (workplace) and a place to show the results of learning (showcase), and they are interrelated. If you look
more closely, both of these include a step called reflection. Reflection is the process of reflecting on what you have learned. It is also called "seisatu".
In this installment, adopt the model presented by Barrett (2010) as a framework
for e-portfolios and consider how you can support learners' reflection within that framework. If you were to implement an e-portfolio in your field, rather than in a general way, show how you would allow learners to reflect in order to learn
better. Describe the characteristics of your field and how you would have your learners reflect on what learning content. However, please take into account previous research on reflection. For example, Kolb's model of experiential learning
(1984) and Gibbs' model (1988), which was developed by him. Think about it first with reference to those. If you can't get it all together with those models, you can ask them to adapt the models from previous studies in their own way. If you
have some spare time, consider what knowledge and skills learners need to have in order to learn with e-portfolios, and what is the difference between learning with and without e-portfolios.
The assignments for this time are as follows.
1. read Barett's (2010) article to understand the position and role of e-portfolios (what we found).
2. investigate a reflection model and propose a reflection model that is relevant to your case study and propose an e-portfolio design to support
it (what we found).
3. write down questions that came up during the 1&2 process and questions about the e-portfolio and refraction (questions).
4. investigate the question on your own and report the results (findings).