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Portfolium will be undergoing changes in 2022, which will provide a different student learning experience in 2023. We will update this resource as these changes are implemented at UTS.
You can continue to plan for portfolio-based learning for your subject. If you are considering using Portfolium in Spring 2022, please consult with the LX.lab via https://lxlabservices.uts.edu.au
Developing a digital portfolio can help to promote critical thinking and reflective skills, integrate learning across different disciplines, and allow students to demonstrate their skills through multiple modes. Some careful planning before you introduce portfolios in your subject will help students get the most out of developing their digital portfolios.
What is a portfolio?
In its most basic form, a portfolio is a collection of items, curated by an individual. The collection of items is usually accompanied by commentary that outlines the purpose of the collection and the reason for the inclusion of each curated item in the collection. Though not often specifically defined or mentioned in the commentary, the portfolio is often intended to be view by a specific target audience.
Technology has allowed the emergence of digital portfolios, as an alternative to paper-based portfolios. Digital portfolios allow learners to include multi-media elements like video and audio and images, in addition to text-based elements like documents and reports. It also offers flexibility, as a digital portfolio can be accessed from anywhere and at any time.
What are the benefits of a portfolio?
The value of a portfolio comes through its development by an individual. Abram and Barrett (2005) write that the process of building a portfolio supports the development of:
- higher level thinking skills such as synthesis, analysis and evaluation
- interdisciplinary skills and competencies
- self-regulated learning strategies, which in turn helps develop the habits of a life-long learner.
The process can also support the individual to (JISC, 2008):
- better understand themselves and the learning they have embarked on
- personalise their learning
- participate in a community of practice, which may help to engage and motivate them
- incorporate reflective practice as part of their learning.
When placed at the heart of the student learning experience, a digital portfolio can help students create an integrated view of their learning that is personalised and relevant to their lives (Buryarski et al, 2017). Set within the context of their journey through a course or program, the development of portfolio shapes and articulates their professional identity (Andrus et al, 2012).
Types and purposes of a portfolio
There are several types of portfolios that could be developed, each of which has a specific purpose and audience A little thoughtful planning before you introduce portfolios in your subject will help your students get the most out of developing their digital portfolios.
The tables below summarise the six major type of portfolios that the project team from the Australian ePortfolio Project (2008) highlighted, together with their purposes and target audiences.
The classic portfolio types are assessment, presentation (or showcase), and learning portfolios. The Australian ePortfolio Project (2008) highlighted 3 additional types of portfolios – the personal development, multiple-owner and working portfolios. These are hybrid portfolio types – it can take elements of two or more of the classic portfolio types.
Classic portfolios
| Type of portfolio | Purpose | Target audience |
| Assessment | Demonstrate achievement or progress towards a set of standards specified by an authority. May be used for accreditation purposes. | Accreditation body, or its delegate. |
| Presentation (or showcase) | Evidence learning or achievement in a persuasive way. | Potential employers. |
| Learning | Document and guide learning over time, to promote metacognition, plan learning or integrate diverse experiences. | Individual, instructor, peers. |
Hybrid portfolios
| Type of portfolio | Purpose | Target audience |
| Personal development | A repository for records and reflections of learning, performance and achievement, often with a plan for future professional development. A hybrid of a presentation and learning portfolio. | Individual, peers, instructor, employer. |
| Multiple-owner | Present evidence of process and product through group collaboration. May be also used to represent the work and growth of a program. A hybrid of a presentation, learning, or assessment portfolio, depending on its final purpose. | Peers, individuals, potential employers. |
| Working | Incorporates all the identified purposes of portfolios, but with multiple views – each of which may be represented by an assessment, presentation, learning or personal development portfolio. | Varies, depending on the slice of views that is accessible to a specific target audience. |
Outlining the purpose and audience of the portfolios that your students will develop in your subject or program will help you determine and guide the appropriate privacy level for the portfolios. This is an important consideration, especially if portfolios are to be developed in public-facing platforms like Portfolium, as a digital footprint for the individual will begin to emerge.
References
Abrami, P., & Barrett, H. (2005). Directions for research and development on electronic portfolios. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 31(3), https://eric.ed.gov/?id=EJ1073740
Andrus, S. L., Batchelder, L. W., Benander, R. E., Firdyiwek, Y., Gray, E., Refaei, B., … & Zeman, E. J. 5. Learners and the Digital Era: Digital Identity, Digital Literacy, and Eportfolios. Field Guide to Eportfolio, 39.
JISC (2008), Effective practice with e-Portfolios,
http://www.jisc.ac.uk/media/documents/publications/effectivepracticeeportfolios.pdf
Buryarski, C., Oaks, S., Reynolds, C., and Rhodes, T. L (2017), The Promise of Eportfolios for Student Learning and Agency. In T Batson, K. S Coleman, H.L Chen, C.E. Watson, Rhoades, C.E. & A. Harver (Eds.), Field guide to eportfolio. (pp 7 – 13). Washington, DC: Association of American Colleges and Universities, https://aaeebl.org/2021/11/06/field-guide-to-eportfolio/
QUT Department of Teaching and Learning Support Services (2008). Australian ePortfolio Project: Final project report August 2008, https://research.qut.edu.au/eportfolio/australian-eportfolio-project-final-report/