In this week’s lesson we explored the different tools that we can utilize in ePortfolios for students to showcase their work. In Dr. Barrett’s webpage, “Selecting a ‘Free’ Online Tool for ePortfolio Development” the components of WordPress confirmed that this is the correct platform for me to implement in my video production classes. Since I teach high school classes, the recommend usage for age appropriate students was from 7th – 12th grade. The 3 GB of storage that WordPress provides will be efficient for my students, especially since they will be housing their video projects on Vimeo and not taking up space on WordPress. The WordPress cons that Dr. Barrett described were that the program can be difficult for students to initially set up. However, I believe with the correct instruction and guidance that students will be able to complete the ePortfolio construction process. I think that the I should focus on making sure students have strict rules to follow rather than telling them to simply “create the pages however they would like”. I do not believe that the premium feature costs will be worth the outcome when compared with how much is available for free. I also do not have the classroom budget for an ePortfolio system, which is why free is my best option.
The use of an ePortfolio system for goal setting is an important feature in the classroom because I am already posting objectives for each day, unit and project. In the supplemental reading, “Module 3: Presentation of Evidence”, the author writes, “Then by focusing on the evidence in a learner’s ePortfolio the audience can encourage the learner to think about what they have done, learnt, planned or achieved. This process helps the learner to understand more about themselves and their learning”. For students to reflect on the evidence of their learning, they first need to have clear goals and objectives for their ePortfolio. I plan on incorporating the ePortfolio goals at the beginning of each video unit and project. Throughout the unit, students can continue to refer back to those goals and track their progress. At the end of each unit, students will be able to post their finished video project on their ePortfolio and then complete a blog reflection on how they met the objectives of the unit and project.
Through this lesson, I also was able to examine who my students will be and how to make the use of ePortfolios appropriate to best meet their needs. The ages of the learners that will utilize ePortfolios in my video production classes are 13-17 year old students. Concerning academic development, most of the students come into class with general knowledge of video production from what they have learned in social culture. This elective has a diverse range of learners from freshmen to high school students. These students also understand how to work with the technology that they are familiar with like multi-function devices. As I examine who my students are, it once again confirms the use of WordPress and Vimeo in my video production classes because it will provide an organized and interactive platform for their ePortfolios.
Barrett, H. 2012. “Selecting a ‘Free’ Online Tool for ePortfolio Development”. http://electronicportfolios.org/eportfolios/tools.html
MOSEP Project. “Module 3: Presentation of Evidence”. http://electronicportfolios.org/mosep/MOSEP-Mod3-1.html