E-Portfolio:
A Celebration of Learning
Cynthia Brown, DNS, RN, AHN-BC,CNE
University of West Georgia
Bekir Mugayitoglu, EdD(c)
Duquesne University
Sharon A. Cumbie, PhD, RN, CNS
University of West Georgia
David D. Carbonara, EdD
Duquesne University
CIDER-Conference on Higher Education Pedagogy
February 10-12, 2016
Objectives
Upon completion of this session, participants will be able
to:
• Describe the benefits of using e-portfolio in
collaborative learning process
• Explain the process of implementing e-portfolio within
a course/program structure
• Explore two e-portfolio platforms and approaches to
competency-based learning
• Construct a plan for use of e-portfolio in the online
learning environment through engaged discussion
Collaboration Process
How did it start?
• Initiated at the 2015 CIDER Innovations in Higher
Education Pedagogy Conference.
• Connected around shared teaching and
professional interests during the various CIDER
conference activities.
• Maintained contact with Bekir
• Engaged in project to implement use of eportfolio into the masters nursing program.
Collaboration Process
What did you do?
• Formally began project April 2015
• Regular communication via email, text, phone,
and internet conferencing
• Research of literature related to e-portfolio
process in higher education
• Collaborative evaluation of portfolio platform
options
• Development of implementation plan
Collaboration Process
Invited David to join us to document our process
and present at the 2016 CIDER conference.
ePortfolio Overview
What is e-portfolio?
• Electronic collection of student work that
reflects academic and professional progress
• Web-based structure to collect and store
appropriate materials
• Body of work representative of learning over
the course of program study
(Green, Wyllie, & Jackson, 2014).
ePortfolio Overview
How does it work?
• The essential aim is to keep students focused on
learning rather than on individual projects or
products
• E-portfolios are part of the learning process, not a
result of it
• Reflection is an essential component and
facilitates students to build a deeper
understanding of the progression of their
learning
(Garthwait & Verrill, 2003; Bhattacharya & Hartnett, 2007)
ePortfolio Overview
What are the outcomes?
• Matured students’ writing over time.
• Furthered students to develop technology-related
knowledge.
• Enhanced active, independent, and motivated
learning.
• Provided connection between theory and practice.
• Linked knowledge gained in the course with
professional actions.
Carbonara (2008); Wang (2007)
ePortfolio in Action: Example 1
Duquesne University: Instructional Technology School of Education
Why should you create an ePortfolio?
ePortfolio in Action
Duquesne University: Instructional Technology School of Education
How to design your ePortfolio?
Artifacts
Standards
Ratings
ePortfolio in Action
Duquesne University: Instructional Technology School of Education
What are Artifacts?
ePortfolio in Action
Duquesne University: Instructional Technology School of Education
How committee members work in comprehensive exam process?
ePortfolio in Action: Example 2
University of West Georgia: Tanner Health System School of Nursing
Initiating the Process
• Bekir shared his e-Portfolio, we reviewed, and we all engaged in
discussion regarding how it might be applied to graduate
nursing education.
• Review of the literature and ongoing discussion and decision to
proceed.
• Determination of MSN courses for e-Portfolio project
placement.
• Presentation to Graduate Program Faculty for “buy-in” and
agree on how to best use in the MSN Program.
• Decision to implement pilot with all MSN students starting Fall
2015; and continue with nurse educator track through Spring
2016 (Final Practicum, Capstone, & Graduation).
ePortfolio in Action
University of West Georgia: Tanner Health System School of Nursing
• Which platform should we use?
–
–
–
–
–
Cost to student
Privacy policy
Ease of use and navigation
Interface with university platform (Google)
Portability
• Require template or allow individual web design?
–
–
–
–
–
Number of faculty readers a consideration
Ease of students sharing with one another important
Variability of technology skill among students
Student time availability and commitment
Structure and content of site consistent with program
learning outcomes
ePortfolio in Action
University of West Georgia: Tanner Health System School of Nursing
The Decision
Platform: Google Sites
Create a standard template
Develop the structural layout
UWG MSN e-Portfolio Template
ePortfolio in Action
University of West Georgia: Tanner Health System School of Nursing
Evaluation Survey (with IRB approval): N=11/16
Literature
• Reflects academic and
professional progress; and
establishes a body of work
(Green, Wyllie, & Jackson, 2014)
• Facilitates students to build a
deeper understanding of the
progression of their learning
through ongoing selfreflection
(Carbonara, 2008)
Student Comments
• Self affirming to list my
accomplishments and see
how far I have come
• Helped to build a compilation
of my work and see growth in
the program.
• Bolstered my confidence
• I felt like it added value
ePortfolio in Action
University of West Georgia: Tanner Health System School of Nursing
Evaluation Survey (with IRB approval): N=11/16
Literature
• Furthered students to develop
technology-related knowledge.
(Wang, 2007)
Student Comments
• It helped me understand how to
use [e-portfolio] to
communicate my skills and
strengths.
• Improved my computer
technology proficiency.
• Positive effect on student work
and students’ perception of their
• Added to my IT skills and
work.
awareness.
(Sanchez, Soto, and Gonzalez, 2015)
• It gave me a sense of satisfaction
and increased my confidence.
• Fun to learn and create
something that will be useful for
the future.
Summary-Closing
Our collaboration around core interests
allowed us to transcend
disciplinary, institutional, and geographic boundaries.
ePortfolio Outcome
As students demonstrated increased knowledge of
instructional technology and showcased learning
outcomes, the e-portfolios revealed evidence of
increasing advocacy for the use of instructionaltechnology in their future profession.
E-portfolio
allows participants
working toward a common cause
to obtain a shared knowledge
of interests, goals, accomplishments, and aspirations of
one another,
which reinforces the sense of community
and enhances potential
for future
collaborative
work.
Open Discussion
What do You Think?
• How might you apply the e-portfolio teaching-learning
strategy to your own area of interest?
• What might be facilitating factors? Inhibiting factors?
• How do you think you could use the e-portfolio to
enhance scholarship communities?
References
Bhattacharya, M. & Hartnett, M. (2007). E-portfolio assessment in higher education. 37th ASEE/IEEE Frontiers in
Education Conference, Milwaukee, WI
Carbonara, D. D. (2008). Portfolio reflections and changes in dimensions for maturation. Paper presented at the
Annual Meeting of the American Educational Research Association, New York, NY.
Garthwait, A. & Verrill, J. (2003). E-Portfolios: Documenting student progress. Science and Children, 40(8), 22-27.
Green J., Wyllie, A., & Jackson, D. (2014). Electronic Portfolios in Nursing Education: A review of the literature.
Nursing Education Practice, 14(2014), 4-8.
Sanchez, A. X. C., Soto, A. P. G., & Gonzalez, J.M.J. (2015, July-Sept). Factors influencing e-portfolio use and
students’ approaches to learning in higher education. International Journal of Information and
Communication Technology. doi: 10.4018/IJICTE.201507010
Wang, S. (2007). Roles of Students in Electronic Portfolio Development. International Journal of Technology in
Teaching and Learning, 3(2), 17-28.