Analyzing an e-Portfolio Sample
As part of my course responsibilities on Teaching with Technology, I was confronted with the following e-Portfolio developed by a high school student, Jenna M., which can be accessed at the following link: http://www.richerpicture.com/dp/jenna/index.htm. The idea behind this task is to analyze the relevance of this sample to language learners and teachers.
To start with, I would really like this kind of e-portfolio is elocution classes where teachers have to work with process writing. As a writing tool, Jenna’s e-portfolio is a valuable sample to take students into using this sort of online writing to work on a journal-like text that can be used for students to self-assess themselves on how they are doing in class. Writing teachers can benefit of this type of e-portfolio because it is not the black and white paper that students must submit as part of their writing tasks.
Jenna’s e-portfolio is divided into several sections that seem to have been defined by her instructor prior to the creation of this site. As a journal it serves several purposes with university students. First, it is an interesting self-reflection “diary” written for a given audience that can challenge students with a bit of writing difficulties. Secondly, as a journal-like text, it can also be used with Teaching Practicum Students who must create a portfolio with language exercises and reflections on them that will eventually be submitted to the course professor.
In my particular teaching setting, Jenna’s journal-like e-portfolio does not really meet any of the tasks I develop with my “pronunciation,” “reading skills,” and “oral communication” students. This does not mean I could not incorporate a tool like this in any of my courses, but I would have to set a different kind of e-portfolio format to frame our course language learning activities. I would like my students to create an pronunciation e-portfolio that they would keep for two terms, so they can see how much they improve in eight months in my pronunciation classes. And it would be a nice way to have them work on their oral production, at home and at their ease.
After reading and researching more about e-portfolios and analyzing the advantages and scope of https://posterous.com/, I guess, as personal goal for next year (2011) I would like to create my own teaching e-portfolio. The good thing of this tool is that is not subordinate to any college Web platform in which information is stored but lost once the student is not registered or the teacher is no longer working for the university.
Jonathan Acuña
Universidad Latina
Costa Rica
I just wanted to take a moment to thank you for the amazing website. It's been a huge help to me. Keep up the good work!