Ubiquitous learning is where learning can take place beyond the walls of the classroom and the cells of the timetable. It produces lifelong learners who can learn and share their knowledge throughout their lives. E-learning opens up possibilities for assessment to be done beyond the controlled ways that assignments had to follow in the traditional classroom.

Electronic portfolios are powerful tools that can be used to showcase a person’s journey in this ubiquitous learning space. It is a digital collection of a person’s knowledge, skills and abilities that reflects his/her growth over time.

When compiling an e-portfolio, it is important to think carefully about its purpose and who the intended audience will be.

The three major types of portfolios are:

working portfolio: demonstrates learning and the learning process. They are often used to obtain peer feedback.
display portfolio: showcases the highlights of a student’s academic career,
assessment portfolio: is used to assess a student’s competencies.

Why is an e-portfolio a good idea?

It is said that “more than 4 in 5 employers say an electronic portfolio would be useful to them in ensuring that job applicants have the knowledge and skills they need to succeed in their company or organization.” (aacu, 2019.) 

What can I include in an e-portfolio?

• Files e.g. text, pictures, video, etc.
• Evidence related to courses taken, programs of study, etc.
• Writing samples (can even include several drafts to show how it developed and improved)
• Projects
• Evidence of creativity
• Evidence of performance
• Evidence of extracurricular activities, including examples of leadership
• Evaluations, analysis and recommendations

The advantages of this pedagogy:

• builds a community of learners – this fits in so well with the ideas of ubiquitous learning – learning goes beyond the walls of a classroom.
• helps learners make connections across their many learning experiences – this helps them to integrate what they have learned and not see learning in isolated silos as was often the case in a traditional classroom.
• promotes reflective thinking – this is in line with the idea of metacognitive learning that is promoted by e-learning ecologies.

Possible disadvantages of this pedagogy:

In a study done at the University of Stellenbosch, South Africa (Barnard & Strydom, 2017) , it was found that

• some learners confuse reflection with diary entries and blogging.
• the digital skills of staff and learners should be assessed and they should receive support if needed to be able to successfully implement the use of e-portfolios.
• Many learners question the rationale of an e-portfolio.

Examples of e-portfolios

Below are some examples of e-portfolios.

Example 1

(Source: Santa Fe College)

For a gallery of examples of e-portfolios, see

 http://composing.org/digitalwrd/e-portfolio-examples/

https://www.clemson.edu/academics/programs/eportfolio/gallery.html

Resources

Association of American Colleges and Universities (2019). Retrieved from:

https://www.aacu.org/leap/presidentstrust/compact/2013SurveySummary

Barnard Magda & Strydom Sonja 2017, ‘A tale of two faculties : exploring student experiences of e-portfolio implementation as a vehicle of reflective learning at Stellenbosch University1’, The Independent Journal of Teaching and Learning, no. 2, p. 78, viewed 31 May 2019, <https://search-ebscohost-com.nwulib.nwu.ac.za/login.aspx?direct=true&db=edssas&AN=edssas.jitl1.v12.n2.a6&site=eds-live>.

Clemson University (2019). Retrieved from:

https://www.clemson.edu/academics/programs/eportfolio/gallery.html

Frednostate (2019) viewed 31 May 2019. Retrieved from: www.fresnostate.edu/academics/eportfolio/definition.html

Digital Writing, Rhetoric & Discourse (2019). Retrieved from:

http://composing.org/digitalwrd/e-portfolio-examples/