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Your MePortfolio in

Multiliteracies for Social Networking and

Collaborative Learning Environments


This page is intended to help focus participants on this crucial aspect of the Multiliteracies course.  

Topics here include:


The task

To create a personal e-portfolio space (here called a "Me-Portfolio")


Description of a Me-Portfolio

This should be a space with

  • a unique URL which showcases the participant's participation in this course
  • this site or page links from there to artifacts online which elaborate on and document that participation


Some notes from a comment at this post, Jan 2013http://multiliteracies.posterous.com/some-clarifications-on-joining-and-orienting 

For the purposes of MultiMOOC, an ePortfolio (or MePortfolio, if you like) is any one link that you can point anyone to that links to all the other spaces they may be interested in (for whatever purpose you have in mind).  You could be creating this for family, friends, or professional peers, or you could be creating it for your colleagues in the session we are sharing for the next month.


You can devise this ePortfolio in almost any way conceivable.  For me, I consider it to be the sidebar at my main blog http://adVancEducation.blogspot.com.  Apart from some minor updating I might get around to in the course of this session, the links here try to point visitors to all the other spaces I inhabit professionally online.


But ePortfolio could be a Google Doc table of contents with a set of links pointing to these other things.  It could be a Glogster page, or a Pageflakes or Netvibes.  It could be a wiki portal like the ones at pbworks or similarly wikispaces.  It could be at a Moodle, a Drupal, or Mahara.  It could be what you think of now as your CV.


Whatever it is, it's a place where ideally you can give ONE URL that will point us to spaces where your passion comes through, to spaces where you do your reflection, your curation, keep track of links you would like to share with others, inform them of you accomplishments, keep your badge backpack, whatever.


In answer to a participant who asked off list if they should start a new space just for multiliteracies? yes or no, and either as you liike.  You could if you wanted, or if you want to subsume it under an existing space, that's fine too.  It's up to you.  It's your space.  It's not just for this session. It stays with you after February.


Creating your Me-Portfolio week by week

  • Week 1 - figure out what an ePortfolio is
  • Week 2 - Decide where you want this space to be, record its URL with the course, and begin setting it up
  • Week 3 - State in that space what you wish to learn in this course or what project or aspect of your professional development you wish to work on while participating in this course; be developing that onlne
  • Week 4 - Develop the process through which you carry out your intended goals and document the steps in your online space
  • Week 5 - By the end of the course show in your Me-Portfolio space what you have learned, or what projects you have been working, or where you feel your professional development is headed based on your participation in the course; at the end of the week present your accomplishment to the group either synchronously or asynchronously


Ellyssa Kroski terms ePortfolio a personal landing page and suggests sites where they can be set up in 5 min




The Multiliteracies course in September 2011 was conducted at the same time as EpCoP MOOC, a massive open online course (MOOC) on e-portfolios and communities of practice (EpCoP). Numerous resources were generated in this event, and archived here, for whatever they are worth in 2013 and beyond
(LinkSleuth found all links here to be working on Jan 19, 2013, but if you find any broken links please report them)


At this page, https://sites.google.com/site/eportfoliocommunity/epcop-mooc find links to recordings made on the following topics introducing e-portfolios




Mahara e-portfolio management system


There have been two presentations in EpCoP MOOC on the open source e-portfolio software Mahara 


Google tools for e-portfolios

  • K12 Online Conference 2009 | Googlios: A 21st – Century Approach to Teaching, Learning, & Assessment: http://k12onlineconference.org/?p=478. Abstract: "This presentation sheds light on a model that demonstrates relationships between emerging tools and learning theories and between Personal Learning Environments (PLEs), Personal Learning Networks (PLNs), and ePortfolios. By using Google Sites as a main dashboard that “mashes up” multiple Google Apps like Blogger, Youtube, Google Reader, Google Maps, Google Docs, and iGoogle into an ePortfolio, students can build and organize their own Personal Learning Environment (PLE) simultaneously with “building bridges” through their Personal Learning Network (PLN)–all while supporting e-portfolio authentic assessment. One last word of caution: “Googlios: A 21st-Century Approach to Teaching, Learning, and Assessment” seeks to ignite an educational renaissance."


Selected literature on e-portfolios


Stephen Downes on e-Porfolios

Half an Hour, Oct 23, 2013



Helen Barrett on e-portfolios

Dr. Helen Barrett is one of moderators of EpCoP MOOC, and a highly regarded proponent of e-portfolios. Here is a sampling of her work:




Trent Batson on e-portfolios

Dr. Batson http://www.trentbatson.com/ has articulated how e-portfolios are crucial to a re-think of how we promote learning and assess it: 


  • http://campustechnology.com/articles/2008/04/eportfolios-hot-once-again.aspx - "The learning management system may seem like the quintessential academic technology application, but instead the ePortfolio is. Both will be transformed by the distributed nature of the Web (data and functionality residing in multiple places), but the learning management system will start to lose its identity as a unified system when it is distributed to operating system functions or Web functions, while ePortfolios will retain their identity even when distributed because ePortfolio is glued together and its development guided by learning theory. ... ePortfolio is the learning technology of this age."
  • Ten Rules of Teaching in this Century,http://campustechnology.com/articles/2010/09/15/10-rules-of-teaching-in-this-century.aspx
    1. Re-examine and adopt the move from teaching to learning 
    2. Re-visit the accountability measures on your campus 
    3. Make a corollary change in assessment 
    4. Insist on teaching only in technology-enabled classrooms 
    5. Make sure your students have technology management tools of their own 
    6. Insist on faculty having management tools for their own professional development 
    7. Do not discard the lecture or class discussion approach when appropriate, but use it primarily for the purpose of helping students address the essential problems of the course: Use lectures and discussions to help students to make progress in their projects and therefore to build their course portfolios. 
    8. Make sure your students have a digital repository of some sort--a portfolio system, a wiki, a blog, a Web page builder, a place to store and manage the evidence of their active learning. 
    9. Require your students to interpret their collected online evidence at regular intervals and, finally, in capstone Web presentations. 
    10. Make the collection of evidence the primary work of the course. In other words, students should be graded largely or entirely on their final portfolio for the course. In a learning-centered course, the portfolio is the sine qua non.
  • http://campustechnology.com/Articles/2013/01/16/The-Taming-of-the-MOOC.aspx?Page=1
    In yet another article, this one from Jan 16, 2013, Trent Batson explains,
    "A major benefit of ePortfolios is that they allow learners to collect evidence of their learning in the classroom, of their work in team projects, and of their work outside of the classroom. And, of course, they may be used to collect evidence from any learning experience. ePortfolios stay with the learner, so learners have a persistent record of their achievements and competencies.

Learners enrolled in MOOCs would increase the value of their experience by using an ePortfolio. ePortfolio accounts are available for individuals anywhere; the ePortfolio providers host the functionality and data on their own servers. Many ePortfolio providers also offer mobile apps, so a smart phone is sufficient in many cases to capture evidence and to upload the evidence to the ePortfolio. 

What kind of evidence? Both the learner and others who might see the ePortfolio want some kind of meaningful record of the learning experience. If a MOOC involves active learning, then photos or video clips or audio clips could record the activity. An audio clip can also be a spoken reflection on the active learning."



Example ePortfolios


I had a collection of these, can't find them at the moment ...  



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