Matthew Russell, Ph.D.
Academic Technologist
Learning Technology Center
University of Wisconsin-Milwaukee
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What are ePortfolios and how can they be used?
What are the advantages of using Desire2Learn
ePortfolios?
Current Pilot Status
Demonstration of ePortfolio software and use cases
Evaluation of student and faculty use at UWM
Next steps
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A digitized, portable collection of artifacts including
demonstrations, resources, and accomplishments
that represent an individual, group, or institution
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Can be comprised of text-based, graphic, or
multimedia elements shared or presented on a Web
site or on other electronic media
Learning is an active process through which
knowledge is constructed. It requires facts, context,
practice, reflection, and constant effort. …
Rather than focusing on that which is produced, an
electronic portfolio demonstrates the process
through which students learn.
(EDUCAUSE NLII, New Learning Ecosystems: 2004 NLII Annual Review
)
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Desire2Learn CMS is used by UW system
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D2L ePortfolio tool chosen for pilot because of
integration with D2L CMS and costs of adoption
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Seven UW System campuses in pilot
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At UWM, the ePortfolio tool is being piloted in a
range of courses, program-level evaluation and
adminstration, and a few non-academic
programs
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Personal portfolios-- Designed for self-reflection, these kinds of
portfolios can be used to journal experiences, organize materials from
classes and activities, and help students recognize skills and make
decisions.
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Learning portfolios– These can be used to showcase student learning,
provide a framework for assessing academic progress, and demonstrate
how skills have developed over time.
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Professional and co-curricular portfolios– These can be used to help
make career decisions, demonstrate that one has met program or
certification requirements, present skills and accomplishments for
employment, and review professional development for career
advancement.
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Course-specific projects
 Face-to-face, blended, online
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Entry into graduate programs (Graphic Design)
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Meeting certificate program or professional
outcomes (Education, Nursing, Business Nonprofit program)
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Field trips/research
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ePortfolio use is aligned with teaching and learning goals that
emphasize student self-reflective growth
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Build on existing support structures within UWM and UW system
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Peer development: Showcase professional development uses of
student ePortfolios among students
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D2L ePortfolio is familiar to D2L users and applicable for many
different kinds of student/instructor interactions within the CMS
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Makes student work visible to university and community at large
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Use ePortfolios to legitimate the academic rigor of blended and
online classes
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Course design or re-design must focus on the creation of meaningful
ePortfolio activity by students
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ePortfolio pieces must be a part of a coherent whole product that is assessed
in process and rooted in learning objectives for course or criteria for
professional programs
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Short reflective prompts and multimodal writing assignments must
accompany ePortfolio activities at every stage
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Low stakes, frequent building of ePortfolio that is given student- and
instructor-based feedback and assessed often
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Rubrics (that also accounts for ePortfolio design) must be used to assess
ePortfolio work
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Students must be required to showcase ePortfolio work for class or program
and be rewarded for it
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One-stop shopping and single sign-on
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Familiar interface and support structures already in place
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No additional up-front fees
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Able to easily create web sites that can be shared outside
university community
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Able to easily integrate multimedia or other creative technologies
into course work or professional portfolios
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Able to bring together academic work and co-curricular activities
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Develop a sense of ownership over the learning process
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Present an expanded, multimedia resume that can be
disseminated widely and quickly to multiple audiences via the Web
or networking tools
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Present the applicant’s goals, accomplishments, skills, and
knowledge to prospective employers before an interview
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Provide examples of projects completed in classes as well as in the
work environment or through volunteer and co-curricular
experiences
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Allows for the integration of student reflection on personal or
professional growth with academic achievements
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Can be integrated into program-level assessment via collections of
student work
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Proficiency of written and oral communication skills can be
demonstrated through samples in the ePortfolio
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Documentation of technology-based, leadership and
interpersonal skills as exhibited in team projects presented
in the e-portfolio
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Demonstrate mastery of specific knowledge and skills
required by licensure and certification boards
Student Examples of Work
Sharing
Satisfaction
Feedback
Manage
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10
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The ePortfolio helped me
successfully share my
work with others.
I liked being able to share
my presentations.
Sharing my presentations
was useful.
70
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50
40
30
20
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The ePortfolio allowed me
to receive comments from
others.
Sharing my presentations
allowed me to receive
feedback on my work.
The feedback I received on
my presentations was
useful.
70
60
40
The ePortfolio
successfully stored the
artifacts I created.
30
The ePortfolio helped me
organize my work.
50
20
10
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I liked that I was able to
control how my
presentation looked.
70
60
50
40
30
20
Accessing the ePortfolio
was easy
Overall, I am happy with
using the ePortfolio
10
0
I would take another
course that used the
ePortfolio
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“It looked more professional. I could do it at home at any
time of the day/night. I could leisurely look at others' work
and learn from it.
“It was easily accessible since it is on the internet and not a
computer program, confined to one computer.”
“The ability to pick and choose what you wanted to learn and
share that information.”
“It was easy to express your own personal interests.”
“I liked the creative aspect of using ePortfolio. It was fun to
create the visual displays.”
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“The ePortfolio assisted students to highlight their major
accomplishments and reflect on their overall learning and growth in the
program.”
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“Students were able to learn from classmates' projects and improve
their own. I think I could have done more with that.”
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“(It) was a great way to facilitate presenting a final portfolio for
program outcomes.”
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“The ePortfolio has been used in the last semester of the program so it
was a way to summarize learning and accomplish program review. By
introducing ePortfolio earlier, it could potentially impact performance by
encouraging students to evaluate their learning and plan activities to
address areas needing improvement.”
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ePortfolio Upgrades and Fixes: Development of tool by D2L by Spring 2011
 Exportable ePortfolio (.pdf and .html versions)
 Ease of Use / User Interface
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Scalability: Develop Efficient Models of ePortfolio Support for Expanded
Academic and Program-required Uses
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Expansive Goals: Aligning and Generating Data from ePortfolio use with
UWM and UW System Agenda Items
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Student Recognition: Make ePortfolio Work Visible and Legitimate for
Multiple Audiences (Student Showcasing)
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Co-curricular and Professional Development Uses: Continued demonstration
of expanded usability of tool for students and faculty
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Outreach to Student Services: Outreach to campus groups, tutoring and peer
mentoring, and the IT help desk
Questions / Comments?
Contact Information:
Matthew Russell, Ph.D.
Learning Technology Center
University of Wisconsin-Milwaukee
russelmr@uwm.edu
UWM ePortfolio Pilot web site: http://uwmeportfolios.wikispaces.com/