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An e-portfolio is more than a simple collection—it can also serve as an administrative tool to mange and organize work created with different applications and to control who can see the work. E-portfolios encourage personal reflection and often involve the exchange of ideas and feedback. (Lorenzo, G. & Ittelson, J. ‘An Overview of E-Portfolios’ ELI Paper 1, Educause Learning Initiative, July 2005) An e-portfolio is more than a simple collection, however, it can also serve as an administrative tool to manage and organize work created with different applications and control who can see or discuss the work. The benefits of an e-portfolio typically derive from the exchange of ideas and feedback between the author and those who view and interact with the e-portfolio. In addition, the author’s personal reflection on the work inside an e-portfolio helps create a meaningful learning experience. (Lorenzo, G. & Ittelson, J. ‘An Overview of E-Portfolios’ ELI Paper 1, Educause Learning Initiative, July 2005) In order to test whether development moves from the external to the internal plane, the activities appearing within collaboration tools must be later seen in students’ independent problem-solving acts. And, if speech is a bridge for movement from the external plane to new strategic behaviors, the dialogue patterns of electronic social interaction as well as any ensuring journal writings and private reflections must be captured and inspected. (Bonk, C 1998. ‘Searching for learner-centered, constructivist, and sociocultural components of collaborative educational learning tools’ In: ‘Electronic collaborators: learner-centered technologies for literacy, apprenticeship and discourse / edited by Curtis Jay Bonk, Kira S. King, Mahwah, N.J.: L. Erlbuam Associates, 1998. p. 43) strategies and timelines clearly.   ** Guidelines for Developing a Digital Portfolio Program **  During the past four years, Todd Bergman has helped more than 550 high school students produce digital portfolios. He offers these guidelines for other educators interested in developing electronic portfolio programs in their schools or classrooms:   || ***** Be realistic about your design and expectations. (Brown, Mary 2002 Education World Updated 08/25/2008 : http://www.educationworld.com/a_tech/tech/tech111.shtml) The three most common types of portfolios are:  · the working portfolio, which contains projects the student is currently working on or has recently completed.  · the display portfolio, which showcases samples of the student's best work.  · the assessment portfolio, which presents work demonstrating that the student has met specific learning goals and requirements. (Brown, Mary 2002 Education World Updated 08/25/2008 : []) Adoption: Supporters of teaching e-portfolios are seeking effective ways to generate faculty buy in and educate faculty on how to use e-portfolios to show case their work and share best practice for teaching and learning. First, teaching e-portfolio adoption is likely to be more successful if it is grassroots approach rather than a top down administrative decision. Second, adoption is more successful when the pilot group is diverse; the group’s work should be public and shared in open, well documented meetings. (Lorenzo, G. & Ittelson, J. ‘An Overview of E-Portfolios’ ELI Paper 1, Educause Learning Initiative, July 2005) Additionally, institutions seeking ways to demonstrate student learning outcomes to their governance boards and the public can find comprehensive and authentic data in student e-portfolios and include it in their instructional e-portfolios, provided that privacy and licensing issues are properly addressed. Data collected from e-portfolios can show how students have made progress collectively rather than individually. (Lorenzo, G. & Ittelson, J. ‘An Overview of E-Portfolios’ ELI Paper 1, Educause Learning Initiative, July 2005) Issues arose regarding the usability and reliability of the software and this was highly frustrating for both students and lecturers. Addressing these tended to interfere with ability to reflect and analyse; ultimately technical issues operated as barriers to pedagogic understanding in this first implementation. Had there not been a collaborative, supportive environment engendered by the collaborative self-study, many lecturers would not have persevered with the implementation of the e-portfolio in their units (Record of steering committee meetings, 2007). p.49 Australian Journal of Teacher Education Vol 34, 5, October 2009 50 Laying aside new-technology hype and enthusiasm, eportfolios can best be viewed as a reactionary response to fundamental shifts in learning, teaching, technology, and learner needs in a climate where learning is no longer perceived as confined to formal education. ** Siemens George. **** December 16, 2004 **** ‘eportfolios’ **http://www.elearnspace.org/Articles/eportfolios.htm . An online portfolio remembers more than successes – it is also a compilation of work-in-progress as a learner, and taken out of context, could misrepresent intended meaning. Like any web resource, eportfolios are subject to security and privacy risks.** Siemens George. **** December 16, 2004 **** ‘eportfolios’ **[] Google Sites is Google's version of a **wiki**, released in February 2008. Students could create presentation portfolios at different benchmarks to showcase their achievement of outcome, goals or standards. This tool is a web site creator, where students can **embed** different documents created in GoogleDocs or uploaded as another document type, such as PDF, or embed video (from Google Video or YouTube).The only data management tool is the GoogleDocs spreadsheet, to aggregate assessment data. There are lots of interactivity features to this program, such as the capability to subscribe to changes in sites or individual pages, or collaborate on pages in the same way as GoogleDocs. Therefore, this tool would work for both a presentation portfolio and for formative or summative assessment. ( [|Helen C. Barrett, Ph.D] . 2007, updated December 9, 2009  =  http://electronicportfolios.com/google/index.html)  = It allows different access to different artifacts. The user can modify the contents of the digital portfolio to meet specific goals. As a student progresses from a working portfolio to a display or assessment portfolio, he or she can emphasize different portions of the content by creating pertinent hyperlinks. (Brown, Mary 2002 Education World Updated 08/25/2008 : http://www.educationworld.com/a_tech/tech/tech111.shtml) Most portfolios programs begin with the working portfolio. Over time, a student selects items from the working portfolio and uses them to create a display portfolio. Finally, the student develops an assessment portfolio, containing examples of his or her best work, as well as an explanation of why each work is significant. The explanation, or reflection, discusses how the particular work illustrates mastery of specific curriculum requirements or learning goals. (Brown, Mary 2002 Education World Updated 08/25/2008 : http://www.educationworld.com/a_tech/tech/tech111.shtml) ** Siemens George. December 16, 2004 ‘eportfolios’ ** [] ** W ** **// hat is the difference between a wiki and a blog? //**
 * 
 * Make use of relevant models.
 * Instill a sense of ownership in the students creating the portfolios.
 * Communicate implementation
 * Be selective in design and strategy.
 * Allow for continuous improvement and growth.
 * Incorporate assessment stakeholders in all phases and components of your efforts; that is, make sure portfolio content meets the needs of those assessing the work.
 * Planning/goal setting tool
 * Assist learners in making connections between learning experiences (his may include formal and informal learning).
 * Provide the metacognitive elements needed to assist learners in planning future learning needs based on previous successes and failures.
 * Personal control of learning history (as compared to organizations controlling learner history).

A blog, or web log, shares writing and multimedia content in the form of “posts” (starting point entries) and “comments” (responses to the posts). While commenting, and even posting, are open to the members of the blog or the general public, no one is able to change a comment or post made by another. The usual format is post-comment-comment-comment, and so on. For this reason, blogs are often the vehicle of choice to express individual opinions. A wiki has a far more open structure and allows others to change what one person has written. This openness may trump individual opinion with group consensus. ( [] )