Developing Educator Digital Portfolios

Educator uses a digital portfolio to build a record of his/her learning journey to become a more reflective practitioner.
Made by Jacobs Institute for Innovation in Learning at USD
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About this Micro-credential

Key Method

Educator documents their growth, and reflects on how their role as educator has changed over time, by examining their work.

Method Components

Suggested strategies for portfolio development

  • Educator should be guided to evaluate and identify their best work, which could be based on a competency.
  • Educator should document their process while creating their final product(s).
    • Any brainstorming, drafts, feedback, etc. should be displayed, along with a description of the work and the answers to the reflection questions below.
  • Educators should keep their digital portfolios organized, perhaps by competency.

Examples of reflection questions

  • While compiling drafts of their work, educators might consider these questions to help guide them through the reflection process:
    • What about my work can I celebrate?
    • What changes will I make and why?
    • What did I learn from this learning experience, from my struggles and successes? What are the implications for my teaching?
  • What essential questions, if any, were answered and/or covered during the creation of the selected artifacts?


Educators might also consider the “Five R’s Framework”, which frames reflection using reporting, responding, relating, reasoning, and reconstructing. For more information, go to:
http://caetacademy.ca/wp-content/uploads/2015/06/w2014-02-reflective-practice.pdf

Research & Resources

Supporting Research

  • Oakley, Grace, Mark Pegrum and Shannon Johnston. “Introducing Eportfolios to Pre-service Teachers as Tools for Reflection and Growth: Lessons Learnt.” Asia-Pacific Journal of Teacher Education (2014): 42:1, 36-50. DOI: 10.1080/1359866X.2013.854860
    http://www.tandfonline.com/doi/pdf/10.1080/1359866X.2013.854860
  • Summary

    E-portfolios can be a static or dynamic collection of evidence of learning and/or accomplishments. E-portfolios are created in a two-stage process: 1) as a platform to assemble work and document links for people as resources, and 2) as a platform to showcase exemplary work.

  • Barrett, Helen C. “Using Electronic Portfolios for Classroom Assessment.“ Classroom Connect: Connected Newsletter 2 (Oct. 2006): 4-6. Print.
    http://electronicportfolios.com/portfolios/ConnectedNewsletter-final.pdf
  • Conclusion

    Digital portfolios can be used as formative and summative assessment tools. The teacher and student need to set a clear purpose for digital portfolios, as the purpose will guide the content, creation, and evaluation process.

Resources

Submission Requirements

Submission Guidelines & Evaluation Criteria

To earn this micro-credential, you must receive a passing evaluation for Parts 1 and 3 as well as an exemplary score for Part 2.

Part 1. Overview questions

(300-word limit for each response)

  • Please indicate what items you displayed on your digital portfolio, the learning objective supporting those items, and why each item was chosen.

Part 2. Work Examples/Artifacts

Please submit a link to your digital portfolio. Digital portfolios may include such items as: writing samples, student assignments, audio, images, video, or other products. Please ensure that each item is accompanied by a substantive and unambiguous reflection.

Part 3. Educator Reflection

(250-word limit)

  • What were some challenges you encountered while creating the digital portfolio?
  • How has your digital portfolio served as a tool for sharing and documenting your practice?

Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
http://creativecommons.org/licenses/by-nc-nd/4.0/

Requirements

Download to access the requirements and scoring guide for this micro-credential.
How to prepare for and earn this micro-credential - in a downloadable PDF document

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