ePortfolio export and interoperability mini-project

Ruby code sample

Is anyone else thinking about how to support getting stuff out of D2L ePortfolio?

This may be a niche consideration but I’m wondering about how we support users who want to be able to get back anything which they’ve created or added to their ePortfolio but might not want to use MyDesire2Learn after graduation.

The current export options offer a D2L ePortfolio xml package of any and all content or an html site of a given presentation artifact.

The html site/ presentation is one way to get content out of an ePortfolio but I’m wondering if for some users that just gives them a fixed view of content. Last semester I had student worker who I could borrow spend a little time exploring either export option to transform them to a flat text file and folder of content. We had reasonable results but the code was in [working] beta when they graduated. The java code is now sitting on the shelf [edit: I should note that they did a great job and its shelved state is due to the shift in programmer and my resulting choice to explore Valance rather than further develop the java code – RJR].

This year I was able to secure a grant from the student technology fee fund to hire a student developer to work on this problem. Given the development of D2L’s valence api and its apparent extensive support for ePortfolio we’re looking into using that rather than the export options to provide a possibly smoother user experience for this.

The project has kicked off with helping the developer up to speed with ‘hackery’ and with using ‘api’s. I’m using ‘hackery’ to denote finding stuff other people have done and trying to adapt and fuse it together rather than coding from scratch or understanding how to write every line (follow every line – yes). Thankfully with a combination of code academy and Martin Hawksey’s excellent practice of blogging his development work they’ve had some success with Twitter’s api and are ready to move onto D2L’s valence api and talk with David Hietpas (a developer in UWO’s library who has been using valence to integrate a information literacy tool and game).

Anyone else thinking about this or developing a script or program around this?

I’m thinking that for export options it might be interesting to look into mapping to Google Sites if there’s an import option. I’m also wondering about a flat file manifest web page with LRMI embedded (and probably beyond current resourcing – LEAP2A or the like. Leap2A (http://www.leapspecs.org/2A/) seems to be one of the few specifications for ePortfolio interoperability and it seems to have some use but not aware of much use of it in North America. Has anyone using D2L explored this?

University Studies Program, ePortfolio labs, developer project all underway

Runners in Oshkosh Marathon UnderwayWe’re about a month or so from the end of the regular semester for the first courses offered in UWO’s new University  Studies Program. From my point of view things seem to be going well overall but it’s too soon to tell how well students adding stuff to their ePortfolios is going. My schedule is filling up with instructors wanting to tweak the details of their assignments or asking me to speak to classes. All the training and professional development which we ran last year and in August is coming to fruition as students begin to add work to their program portfolio. How this will finally go is still a bit of a mystery. I’ve presented to many instructors about the use of ePortfolios, I’ve had feedback from a few about how it’s working out in their courses, and I know some departments  have used our materials to offer their own training and support. However, the real test of how things are going will be a post-semester inventory of ePortfolio use.

September and October were also occupied with  recruiting and training student lab assistants to support an ePortfolio drop-in lab for students. They’re in place, trained, and waiting. As November progresses I’m hoping their lab hours will begin to get busy but, despite advertising the lab hours, the students have so far had lots of time to study. It’s been a new experience working with student employees and I’m very grateful to have them supporting their peer’s use of ePortfolio [as cross-cultural aside I’m also struck by how much students here tend to work alongside their studies].

Another fun dimension of student workers is that I’ve been able to hire a student developer for about eight hours a week. I’m working with with them to look into the available D2L api’s with an aim of developing a slightly better range of export functionality from our ePortfolio platform so that we can support student choice. We’re fortunate that one of our library developers has used the API to support a information literacy tool and game that integrates with D2L and get help us get oriented quickly.

I’m impressed by and grateful for D2L’s hosted MyDesire2Learn service but consider myself professionally obligated to work on ensuring students have a range of choices for their ePortfolio stuff after graduation (D2L supports export to html, export as D2L package for another D2L system and for MyDesire2Learn, I want to look into what else we might support).

Boston Skyscraper

D2L Fusion 2013: D2L news-y stuff

What’s new for D2L? A few short notes for reference from the D2L Fusion conference – or what delights are on the horizon?

  • Product Idea Exchange. As part of initiatives to get greater community input to development priorities D2L have launched a tool a little like Ideascale or Stackexchange. Users and developers can create feature requests
  • National Federation of the Blind Gold certification for the Learning Environment – kudos to D2L for getting this recognition for their work in making their platform more accessible.
  • The Valence API. The API and supporting community really seems to be growing and I’m looking forward to exploring how it might be of use in our ePortfolio work.
  • I didn’t follow totally but Binder seems to be expanding it’s capabilities towards also being a publishing platform.
  • Predictive analytics (Degree Compass). This acquisition is becoming (/is?) now an integrated part of their product line. I’m still a little concerned about a path of least resistance through degrees (some of the best courses I have taken didn’t have my ‘best’ grades) but I appreciate the importance of forewarning and making wise choices.
  • Solution Store – Very shiny! Our site admin is *very* happy to see this. Initially the solution store will provide recipes to integrate other tools and platforms. However, in the slightly longer term it will support ~’one click’ setup of those integrations.
  • Wiggio – acquired for ad hoc social collaboration tools. It’ll be interesting to see how this integrates and whether it is going to function as a tool in its own right or as added features in other tools. I tried using it and it’s getting there and will be useful but is there a tension with discussions or the social side of ePortfolio and does this type of thing need to be in the LMS?
  • Content Templates. Templates for courses, nuff said.
  • Drag and Drop.
  • ePortfolio App – focus on content capture and interaction (not presentations and the like). I’m excited to hear about this but still not sure how some of the social side of the way ePortfolio is going will play out on campuses.
  • Badges – in development. AFAIK Issuer and displayer, OBI compliant I think. Yippee. A potential tie into ePortfolio would be great on many levels. Very little detail on this. It’ll be interesting to see how much of this development is tied into the instructors role and how much D2L attempts to provide automated options via the learning environment, reporting or analytics. Automating aspects of this makes some sense but  I’d want to be very cautious about what we’re measuring and rewarding.
Boston Skyline: a Sunset from JFK Library

D2L Fusion 2013: ePortfolios

Boston Skyline

Below are the highlights of my notes from the ePortfolio sessions at Desire2Learn Fusion 2013.

My top three ‘resonances’:

  • Program/ degree level portfolios are messy to work. One approach in D2L is to set up a parallel non-credit course for the whole degree.
  • The importance of exemplar ePortfolio use by faculty and peer interaction around ePortfolios
  • Seeing others reinforce the need to use the dropbox to get certified/ fixed copies of ePortfolio work.

In more detail:

Steven Chan & Bridget Levac

ePortfolio types: competency <-> learning <-> showcase

ePortfolio progression: direct-> document-> demonstrate-> continue (into lifelong learning).

Setting up an eP-based course decisions:

  • what competencies?
  • what evidence?
  • what frequency of assessment?
  • what style?
  • what support and guidance?

Guidance is likely to include: how to reflect, what evidence is needed, how to capture and present evidence, how to track progess.

A need to plan how student ePortfolios deal with “negative stuff”. For example, clinical evaluations are a required part of some ePortfolios but they may not always go well. This discussion hinted at the tension between competency and showcase portfolios and between the portfolio as student-owned locus of reflective self-directed learning and the portfolio as instiutional-owned integrative vehicle for required assessment.

Memorial U, Greenville College, CAVFLO

Memorial University – Reflective Practice in Teacher Education programs

  • students questioned the value of an ePortfolio when instructor didn’t use it themselves for professional development and correspondingly saw the value when instructors used it.
  • formative and summative ePortfolio activities and requirements. The balance of highly structured & unstructured reflection activity can shift as students develop skills and awareness.
  • pitfall of ePortfolio as just capstone tool. If students don’t look at the tool until the last 2 weeks their effort will be in cramming the tool not in using it effectively. In order to address this start use of ePortfolio earlier (formative or low stakes – do little things in eP so students get to know tool).

Greenville College:

  • Assessment of student portfolio 2yr cycle; faculty 5 yr cycle; departmental 7 yr cycle

CAVFLO- Virtual learning consortium of the French school boards (in Ontario)

  • Peer feedback process and giving students a rubric made a marked improvement in quality of work & reduced marking time.
  • Looking at training with eP – found that training videos / screen capture was able to keep current & sustainable

Deakin University. Introducing ePortfolio into IT studies degrees.

Jo Smisson:
Many 1st yr IT students don’t have a career path, they are often attracted by video game experience and often erratic with electives. They focus on single assessments and maybe think about course outcomes but they’re not thinking about degree program outcomes.

ePortfolio development had initial enthusiastic early adopters made a successful pilot but there was a lack of tie to learning outcomes. Post-pilot Deakin moved to whole degree ePortfolios with an explicit tie to learning outcomes to develop a holistic view of studies & competencies. The ePortfolio became mandatory in IT degree.

Faculty shifts were:

  • making connections with academic & digital literacies
  • course now in context of degree
  • getting used to significant use of Dropbox to create a snapshot/ certified artifacts. (Students upload original &copy with feedback)
  • feedback public (at student’s discretion)
  • Additional complexity
  • shifts for students were:
  • education about degree learning outcomes; information & instructions everywhere+ tie to assessments

Challenges for students were:

  • complexity,
  • not reading instructions,
  • reflective practice

Set up stuff:

  • mandating assessment content to Dropbox via ePortfolio (but loses Turnitin)
  • reflective practice resources & outcomes being developed institutionally;
  • degree program has own d2l course as well.

Deakin U has been extensively online for 10 years; this has been their starting point

Other stuff

  • iOS ePortfolio app coming in the fall ! hurray.
  • ePortfolio is our main social learning product at D2L – ok, but I’m hoping this isn’t at the expense of developing integration with the LMS.
  • Valence has some api links for D2L ePortfolio others will follow
  • McMaster’s development of an ePortfolio program – example template
  • I’m impressed by how much Steven and Bridget are explicitly engaging with the educational research into ePortfolios.

There’s a fuller version of this as a storify of the ePortfolio sessions and conversations but it seems that the only way to embed that in the blog is to login and seemingly give Storify my password for WordPress (rather than authorize, pass credentials, etc.) ick.

Wordle of my tweets from et4online

et4online afterthoughts

I had the privilege of spending last week at the Sloan C and Merlot Emerging Technologies for Online Learning conference (et4online). I wrote a little about it in advance and wanted to take note of some of what I saw, heard, and was provoked and stimulated by while it was still fresh. As predicted in my pre-conference post, my conference was all about open, MOOCs, accessibility, and ePortfolios.

I tweeted throughout much of the conference and my tweets are over on Storify. The wordle has mostly picked up the sessions, but it’s still interesting as one view of my et4online.

Wordle of my tweets from et4online

et4online Wordle


There were four plenaries /keynotes at the conferences. Steve Wheeler, George Veletsianos, James Byers, and a panel of Ed Tech start-ups.

  • Steve Wheeler’s is freely available to view on the Sloan site,
  • George Veletsianos’ slides are on Slideshare,
  • WikiSpaces (I can’t find a public version as yet)
  • Launchpad panel

I enjoyed them all for different reasons but in particular need to admire George Veletsianos for getting us to do group work/ engage in peer learning in a plenary and James Byers for giving us an attention grabbing early morning presentation (7:30…) on how to work with and talk to start ups.

I had a mixed reaction to the panel. It was very well done and kudos to Tony Wan for facilitating. The panel had some moments were the different outlooks and aims shone through. For me I was strongly reminded of my need to go back through the Purpos/ed discussions and continue to think about why we do what we do. I was also struck by the impression that, structurally in the US (cf the UK) a lot of technical innovation seems to have to happen/ only be able to happen outside of institutions and there’s a resultant ‘solutionizing’. There’s been a much bigger discussion of this (for example see Audrey Watters on many things, including her summary of Morosov) that I’m no where near qualified to start into but there’s something culturally different between how I see this playing out here and in Europe that I haven’t figured out yet.

All about MOOCS

If I started going through all the discussion of and presentations about MOOCs I’d be here for longer than you’d care to read. I’ll try to capture some useful fragments. For this context – I’ll set the open/free/commercial discussion aside beyond alluding to Campbell channelling Elliot – ‘”That is not it at all, That is not what I meant, at all” – J. Alfred Prufrock’.

MOOCs, LMSs, and Publishers

Perhaps most importantly there was little distinction between LMS provider and MOOC platform provider. Mike Caulfield said a while back (and restated  https://twitter.com/holden/status/322099389864755201 ).

"I would go even further and say that LMS providers, publishers, and MOOCs are all on a collision course"

@Holden on MOOC, LMS, and publisher collisions

For example, Udacity’s cancelled workshop was replaced by a similar one from Canvas (which by all reports was a glowing success). Going into this further is longer than this conference report but there is an increasing convergence here. Another example can be seen in Ray Schroeder’s great overview presentation.

I’m waiting to see who blinks first and tries to buy the other out and diversify. Given the my impression of their respective reserves I’d guess Publisher buying MOOC, but it’s anyone’s guess and there are also the elephants in the room [Amazappoogle] who could change the playing field with their pocket change.

The expected discussion of MOOC as revolution but some push back and on the ground experience of MOOCs – whatever else they may be- are also a form of online course (and there are some things which as a community we know about what makes for good and bad online pedagogy). I wish I could tie this to a specific quote/ instance but, as far as I recall, it was in fragments of conversation and in passing.


  • UCI produced a neat 7 tips for MOOCs (http://t.co/ubhux0rPQR I’ll include the image directly if I can get hold of them and get permission), but two snippets of interest were:
    • that starting from an OpenCourseWare base (ie ~most materials IP cleared and lectures taped) it was at least 100 hours of work to get it MOOC ready.
    • their Chancellor is doing a MOOC in the Fall on Music in the Civil Rights movement (lots to unpack but evidence of high level buy-in)
  • American College of Education (MOOC vc LOOC) presentation looked at their experience of running professional development for local K-12 teachers they has done a very small scale (12/ 50% drop in week 1, then 100% complete students I think)  free and for credit  course and then  their preparations for running a larger version of the same course and running a MOOC. Two things of note:
    • they felt able to give credit for the LOOC because they could read and engage with the 6 students (and explicitly said they didn’t feel they could not credit their MOOC)
    • although they explicitly ran this as a research experiment and didn’t specifically draw attention to this, I was interested to note that 2 of the 6 completing students enrolled in graduate programs. As was also seen in UKOER in the MMTV course this may be a significant recruitment/ cost offset  (I’m not suggesting we have nearly enough evidence to ‘prove’ this in any useful way).
  • San Jose State University, Cathryn Cheal shared their experience of  different MOOC models, and their launch (with EdX) of a center for the study of MOOC pedagogy. She also indicated that in their EdX it looks like they’re developing low cost textbooks and charging students for them as part of the course.
  • I really enjoyed Jennifer Berdan’s presentation of an opens systems analysis of OpenCourseWare. I’ll admit it scratched several itches. Even if, I would question the selection of examples in some of the categories (I struggle to regard MOOCs as OpenCourseWare in any form but I’ve a quite limited defintion of OCW), it’s really encouraging to see the field mature enough that this type of analysis is being proposed.

Merlot and Accessibility

Related to the MOOCs were a number of sessions from Merlot and CSU on accessibility and on affordable learning solutions.

  • The affordable learning solutions discussion and tools were great, for example the ability to search for an ISBN and find related free or low cost materials or textbooks. The challenge of this of course is to what extent I can or want to call this ‘open’ and to what extent I should care (but that’s a much bigger discussion for another post about reclaimopen, points of access, and usability that I’m not ready to think through yet) [edit: for clarification, Merlot produces and catalogues a range of resources, some of which are low cost rather rather than openly licensed per se – for some people, this makes their ‘openness’ a matter of debate].
  • I was really happy to see Merlot and partners (CSU, OCWC, NFB) develop their resources around accessibility, more of us need to do this more. I will, however, admit that I’m struggling a little with part of their approach. Let me start by saying I don’t know the answer to this one but am sufficiently uneasy that I want to note it. One of the things they’re doing is to provide a framework for and put effort into detailed accessibility review of resources. This is the sort of thing that instructors or student support services have to do a lot and I can understand and appreciate the desire to share this effort. My two concerns are:
    • that it feels awfully close to early efforts to catalogue the web, this can be done but is it sustainable and scalable? I don’t know and I’m not *yet* convinced this is more useful than just focusing on providing tools to support accessibility review (I may be doing Gerry’s presentation a disservice here).
    • The bigger concern is that the point of access for this content is Merlot. That may seem like an odd comment but repeatedly during the presentations there was a consideration that roughly speaking you can’t find this stuff in Google and Merlot offers rich search. I may be reading them at cross purposes but there’s a problem with that. Even accepting that there is value in rich description (and I’m part librarian so I*want* to accept that even if I’m less sure that the data supports it for general use), my concern is that there’s a directionality there about how this rich description gets accessed. It’s people come to Merlot and search in Merlot. This will be true for a subset of people. My concern is that there wasn’t discussion about how to push the accessibility and other stuff out onto the wider web. Whether in a semantic web highly structured sense or in a LRMI/ Schema.org ‘lightweight’ sense, I worry when services with rich but non specialist data sets assume that people get to there stuff through their interface (but then again I have an love/hate odd relationship with repositories too).

Technical Glitches

My presentation had its issues (embedded video, iPads, assumptions, and old versions) so I’ll be trying to do something else with the videos that failed. I’m not going to critically discuss others presentations without acknowledging the issues with mine. I had a few good discussions afterward but it didn’t go to script. It was interesting, though, that the questions in the session focused on student reflection, sharing, capstones, and portability. Many of these themes crop up in discussion here, but there was a focus on encouraging student reflection in the portfolio as the dominant challenge.

Unconferencing and chat

The bits of the unconference at et4online which I got to were great and kudos to Jen Ross for her facilitation of it. There was lots of great discussion and, oddly enough, the unconference identified for me two of the conference presentations which I had not been to which I have to follow up on “The Effect of Active Learning Spaces on Professors’ Instructional Practices” (Kim Sawers, Raedene Copeland, Nyaradzo Mvududu, Lane Seeley, David Wicks) and D. Christopher Brooks in the same track – he’s not got a presentation posted yet but a few of his articles are listed in the SPU abstract.

Going to a conference at which I only knew a few people it was great to put faces to some of those I’d met online, to meet others, and converse. Thank you to @jar, @amcollier, @laurapasquini, @veletsianos, @dwicksspu, @dcbphd, @karensba, @dmoore1856, Bilal, and many others for letting me join your conversations, for talking about your research and practice, and sharing tables. To those of you who I met online but not face to face it was fun and I hope to coincide again sometime.

How did I find Vegas?

Vegas casino floor with lots of neon

Casino floor

.. glam, glitz, and shiny promise of success and instant wins – I can appreciate the appeal and enjoyed it to a degree, but wonder about the hard work, frustration, exploitation, and systemic brokenness. Vegas might be an interesting rhetorical lens to discuss other issues, and could go in any number of directions but I’ll stick with suggesting that it may be one of many lens that we could learn from.
But that’s an entirely too cynical a place to finish talking about a great conference, so instead I’ll end with the quote Tony Wan kicked off the panel session with:

You cannot buy the Revolution. You cannot make the Revolution. You can only be the Revolution. It is in your spirit or, it is nowhere”

Ursula K. Le Guin, The Dispossessed.

Screenshots of presentations at Ltdc / UW System's central regional showcase

UW-System Central Regional Conference: Online Teaching, Social Media, ePortfolio, and more

I had the opportunity to attend the UW-System Central Regional Conference last week. I enjoyed the opportunity to meet colleagues, hear something of their work, and share a little about our efforts.

The morning sessions were interesting and the panel session from Julie Zuleger, Jodi Olmsted, and Lawrence Leviton managed to capture something of the challenges and commitment of teaching and taking online courses. In particular thinking about monitoring student engagement, developing expectations of response times to questions and instructor involvement. All three instructors evidenced a significant commitment to being available to their students and all outlined the need to have clearly delineated expression of the required levels of work and engagement throughout their online courses.

In the morning sessions I also got to present about Social Media in Education and a little about our ePortfolio adoption program as part of USP.

I’ve storified some of the tweets from the afternoon which captured some of Rovy Branon’s keynote romp through upcoming innovations (though Storify+wordpress seems to want to link rather than embed today…) [View the story “UW System Central Regional Showcase ” on Storify].

The day ended out with an in depth look at an ePortfolio based French course http://prezi.com/wk-qgotixs9n/e-portfolio-and-self-assessment/ and some groupwork around developing ePortfolio rubrics. The Prezi provdes a useful overview of ePortfolio use in a course and its development alongside competences/ learning objectives, and assessment.

AACU LEAP Toolkit ePortfolio

Who’s talking about their use of ePortfolios?

In getting up to speed with the plans and influences on our upcoming use of ePortfolios at UW Oshkosh, I’ve been trying to identify other institutions working with ePortfolios and see what resources they’ve produced about their work. Many of these resources  have been highly influential in the thinking of those who shaped and nurtured the program redesign and going forward I’m grappling with them as I try to reuse resources, avoid pitfalls, and build on their experience.

This is the working collection of examples and links to resources that I’ve got so far. It’s somewhat focused on ePortfolio adoption and on ePortfolios at the general education context/ stage. This is roughly the overview/ annotated bibliography version and I’ll likely be adding other disciplinary resources or discussing some of these in more detail in other posts.


AACU LEAP Toolkit ePortfolio AACU (www.aacu.org/) hold an eportfolio forum at their annual meetings. A number of presenters have slides of their presentations available and abstracts are available for all.

Specific related resources

Chen, Penny Light, & Ittleston 2012 Documenting learning with ePortfolios: a Stakeholders Approach

– One of the challenges that we face is that different stakeholders have very different needs / requirements for the ePortfolio and there’s a tension between types of ePortfolio usage in terms of how instructors and students interact with them. The presentation talks about identifying stakeholders and in that regard it’s useful. However, I wonder if the stakeholder analysis could be developed further if the brainstormed stakeholders where then plotted on two axis degree of interest and influence/power.

In our context of ePortfolio adoption  a stakeholder analysis highlights for example assessment needs, faculty buy-in, and value to the student. The tension between these requirements becomes clearer when we consider why we’re putting the program in place. We have a strong vision for ePortfolio as a critical locus of learning for students and we’re actively promoting this and offering faculty development to support this but our reform is, in part, driven by assessment needs and understandably faculty have this in mind as well.

Indiana University-Purdue University Indianapolis

Kristin Norris Bob Bringle Bill Plater Fostering Civic Learning within Eportfolios

An interesting review of Civic Learning and discussion of the role of ePortfolios in service/community-based learning and artifacts that could be created.  Some realistic ideas about the time demands of ePortfolios, testing them, and a lighter approach using a form of digital storytelling.

Salt Lake City Community College

SLCC are using ePortfolios as a requirement of their General Education requirements. Students create portfolio entries for each course, upload assignments, reflect and make connections with learning outcomes across the curriculum. This is part their assessment of general education and there are parallels with our efforts at UWO. AACU featured SLCC as part of their LEAP toolkit. It’s interesting seeing how they’ve developed the use of web 2.0 tools for ePortfolios, student ownership of the process,  and the eportfolios’ use in different levels of assessment. The SLCC ePortfolio page has a number of introductory videos.

Example of a draft rubric to assess a gen ed student portfolio as a whole.

San Francisco State University

Evans (2009) ePortfolios: An Assessment and Student Engagement Tool  documentation and a report around San Francisco State University’s move to using ePortfolios. The Youtube playlist of the 2011 AACU meeting includes a series of presentations  around their progress.

Portland State University

Portland State have sets of Resources and guides for students around creating ePortfolios for PSU’s first year experience/ gen ed courses http://www.pdx.edu/unst/eportfolio-frinq-eportfolio-guide and about access to resources to support the creation of ePortfolios.Of particular interest is the range of example ePortfolios using Google sites which they have to showcase the range of approaches to presentation style for eportfolios and some innovative  uses of rich media. It should be noted that these ePortfolios use Google Sites.

Virginia Tech

Virginia Tech’s ePortfolio website has a series of example ePortfolios drawn from current or recent student work. Unlike PSU’s selective showcase, this is a wider selection of ePortfolios across a range of disciplines. Also of interest is the assessment matrix which maps a sequence of courses (such as a major) to key learning outcomes and enables a variety of students responses or structured input to populate it with evidence.

It also has a brief bibliography of research and writing around ePortfolios .

La Guardia Community College

The ePortfolios at La Guardia Community College site offers another useful set of examples and also offers a  set of introductory videos showcasing the use of ePortfolios in different subject disciplines. Among the other items featured is a comprehensive FAQ section and an example  of a voluntary release form to display ePortfolio at events/ for at least 2 years


  • University of Washington Bothell has some interesting looking resources for Google sites but the tutorial content is very tied to the platfrom and access to all the examples of work are tied to UW(ashington) NetId :-(.
  • Looking up University of South Florida’s use of ePortfolios, I am both frustrated & impressed that most Google results are student eportfolios & not about their ePortfolio program – though they seem to have multiple programs and at least 3  platforms (Google sites being the one which makes the student ePortfolios show up on page 1!)
  • Saylor are using an ePortfolio as a mechanism for students to gather their work and evidence of their work around the open course content they offer. How this fits into the above models is a different, bigger, discussion.

Ok I’ve not yet talked about AAEEBL‘s resources or JISC’s in part because to do them justice is a different sort of post, in part they’ve so many resources, and in part because they both deal substantively with a) selecting ePortfolio systems and establishing the software and b) eportfolios in the context of PDP and self directed learning . I’ll come back to their resources another time.