E-Portfolios–Part II–A New Hope?

I started to write this post in the comments section of my last post, but realized it was getting prohibitively long to fit in the comments.

I don’t disagree with either of the comments raised by Steve and Jerry. Various parts of what I described as e-portfolios could be started without a full-blown university-wide e-portfolio system. [And some of my colleagues at CGPS have already begun to do so.] All that is good. Students could demonstrate competencies in technological proficiency and/or digital literacy (they’re different things, a subject for a future post), they could maintain online archives of sorts of their written work using blogs or wikis or some other medium, and even reflect on that work.

But would students do that on their own? Probably not. Will they do so when it’s assigned? Likely, and they might even get something out of it. But without other professors doing the same thing they’re not likely to connect it to a larger educational experience or broader world.

I guess the real appeal to me of the e-portfolio (beyond the practical function as an accessible place to collect work) is on the grand scale. One place to assemble the work of a college career, one place to reflect on four years’ worth of research, writing, even presentations (digitally recorded), one place to make connections between courses and concepts, between science and literature, between language and society. Steve’s right in his comment that this reflection could be going on all the time. Heck, it should be going on all the time. But what appeals to me (and what I see as its biggest problem) is the notion of some kind of complete integration of the e-portfolios, a notion that would require grass-roots and top-down support from administration, faculty and students. Since I have trouble envisioning that broad institutional buy-in, I’m having trouble buying into doing this piece meal.

I suppose my pragmatism is blocking my vision in this case.

Maybe this is the kind of thing that might best be tried out at the departmental level. [If any of my departmental colleagues are reading this, rest easy. This is a thought piece, not next meeting’s new business agenda item.] A department could decide that it wanted its majors to collect their writings, speeches, and everything else related to the major in one place; that it wanted its majors to be consciously reflective about their courses and the material/concepts/skills learned in them; and that it wanted them to explore the value of that content and those competencies for their own goals in and after college.

A department would be larger than a single professor’s desire and therefore would reflect a larger commitment to the concept on the part of a group of faculty within a discipline on campus. On the other hand the issues of scale and practicality I raised in my earlier post would be less problematic with 5-15 professors and 50-250 students than they would be with an entire campus. [Plus, getting buy-in from a single department is more feasible than convincing an entire campus.]


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