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Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies

This book has been produced by the City University of Hong Kong (CityU) ePortfolio team and is funded by a Teaching Excellence Award presented to Mr. Dean Fisher of the English Language Centre.

Dear CityU Colleagues, In my time at City University of Hong Kong I have become more and more interested in how people learn and how different teaching techniques and strategies facilitate learning. Universities worldwide have recognised the positive impact that the ePortfolio can have on learning, how it can encourage effective learning habits and how it puts onus on the learner to prove to the teacher and to themselves that they have mastered what they set out to achieve. I use the word ‘can’ because the ePortfolio is only a tool. It is what teachers and students do with the tool that impacts learning. The purpose of this book is therefore to give teachers insight into how the ePortfolio might be used in teaching to enhance learning through the presentation and discussion of ten different CityU case studies. Wherever possible we have tried to include the voices of both teachers and students. Innovations in education are invariably challenging and this book not only acknowledges the benefits of ePortfolios for learning, but also presents possible solutions to the challenges identified by the teachers in this book. Teachers become better teachers by asking themselves questions to solve problems and in the same way this book provides a framework with guiding questions and principles to help teachers make key decisions about why and how they might integrate ePortfolios into their courses. Links to online resources created specifically for CityU by the ePortfolio team, and useful outside resources, are included here to provide valuable support. The electronic version of this book and further information about ePortfolios at CityU can be found at: The CityU ePortfolio team wishes to warmly thank all the teachers who have contributed to this book. We sincerely hope you enjoy reading it and feel inspired to use ePortfolios with your students. Dean Fisher


Contents 1 2 3 Introduction to ePortfolios What are ePortfolios for learning? Why use ePortfolios? 01 03 Integrating ePortfolios into the curriculum 20 benefits A framework 04 07 11 13 17 21 25 29 33 37 Introduction to the case studies Course integration 1 Encouraging student reflection 2 Facilitating reflection & collaboration 3 Assessment rubrics as guides for developing ePortfolios 4 Assessment for social work research and evaluation 5 Assessment for language learning Programme integration 6 Undergraduate experience ePortfolios Experiential learning 7 Exchange experience ePortfolios 8 Industrial and professional training ePortfolios Career preparation 9 The ePortfolio as a digital CV 10 ePortfolios for job searching 41 45 49 iii Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies .

4 5 6 7 8 Instructional design 53 Tips for getting started Generic structure Templates Roadmap for success 57 59 61 63 Resources References 67 Acknowledgements 71 Contents iv .

a multimedia environment of personal artifacts selected for a specific purpose from a personal repository or archive. evidence-based and lifelong learning.Introduction to ePortfolios What are ePortfolios for learning? An ePortfolio is a way of presenting yourself online. In an ePortfolio you can showcase your best work to present evidence of your expertise and accomplishments to a specific audience such as an employer or a teacher. Employment & Professional Development • Articulation of expertise & achievements Career planning & preparation Tenure review. Used as a learning and management tool. promotion Reflective practice Publicity Institutional Enhancement • • • Performance assessment Evidence collection Evaluation/Quality assurance • • • • Enhancement of Learning & Teaching • • • • • • Motivation & engagement Goal setting & action planning Reflection/Reflective practice Diverse Uses of ePortfolios in Higher Education Academic Advising • • • Self-awareness University study guidance Student at-risk assistance Learning & knowledge management Learning community Lifelong learning Figure 1: Diverse Uses of ePortfolios in Higher Education 1 Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies . awards. the ePortfolio facilitates an approach to self-directed.

ePortfolios are more than a presentation tool (product). They can also be used to manage learning (process) and to develop your online persona (self). Self Process Product Personal particulars Biography Values & beliefs Goals Aspirations Interests & hobbies Learning Showcase + Development Plan execution Documentation Reflection Collaboration Feedback + Assessment Graduate Employment Professional Appraisal Identity Management Presentation Figure 2: ePortfolios: Self + Process + Product What are ePortfolios for learning? 2 .

06 help demonstrate learners’ achievements and growth over time (e. Carliner. Mahoney. 2004. 2004). 2000.g. outcomes or skills (e. Leece. 2007). which is an important part of learning (e. Kember. 04 guide students to develop desired graduate attributes. 09 facilitate communication and collaboration in higher education (e. Batson. Mason et al. MacDonald et al. 2007. 2000.Introduction to ePortfolios Why use ePortfolios? Research findings suggest that ePortfolios can: 01 help first year students transit from secondary schools into universities. 2005. 2010. 2009). Barrett. Foley. 10 function as an effective tool for professional appraisal in higher education (e. 3 Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies . Kift & Nelson. Barrett.g. 2004). Kardos et al.g.g.g. 2004). and make their learning experience more engaging (e. 2005. 2005. 2005.g. 07 prepare learners for lifelong learning (e.g. 05 develop employability skills (e. Lewis & Baggett. Cambridge.g. 2004). Greenberg. 2004.g. 2005. 2008. 08 function as an effective tool for course and programme evaluation (e. Halstead. Stevenson. Riedinger. 03 encourage independent learning (e. 2008. Barrett. 2003. 2006). McCowan & Finn. 2008). 2005). Siemens. 02 encourage reflection. 2004. Charlesworth & Home. 2005). Gordin et al.g. McCowan et al. Love et al.

Benefits of ePortfolios as a Product 01 They allow students to select work to demonstrate and evidence their learning outcomes and accomplishments. Tick those which appeal to you Table 1: Benefits of ePortfolios as a Product 20 benefits 4 . Though most often seen as a product for showcasing best work. the process of development dovetails well with current educational practices while also having intrinsic value for the individual. pictures and other multimedia for a more diverse and dynamic presentation of accomplishments.Integrating ePortfolios into the curriculum 20 benefits The table below lists 20 generally accepted benefits of using ePortfolios. for review and documentation. such as teachers and the university. 03 They can be shared. evaluation and benchmarking. How many of these benefits coincide with your own values about teaching and learning? Tick the benefits that appeal to you. 05 They support evidence-based assessment and enhance course/programme review. 02 They can incorporate videos. accessed and duplicated by stakeholders. 04 They encourage the application of integrated skills. 06 They enable students to showcase and celebrate their development and accomplishments.

self-evaluation and critical thinking. 09 They help learners to make connections between learning experiences. 13 They cultivate the idea of lifelong learning and development. 16 They can incorporate different kinds of guidance to support learning. 14 They help students with transitions from school to university. Table 2: Benefits of ePortfolios for Managing the Learning Process 5 Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies . 08 They enable students to take control of their learning through setting goals and/or identifying intended learning outcomes. 10 They encourage reflection. 11 They provide opportunities for collaboration and feedback from peers and the teacher. 15 They facilitate an evidence-based approach to learning and teaching and therefore dovetail well with the principles of Outcomes-Based Teaching and Learning (OBTL). 12 They enable students to practise and develop IT and media production skills. planning and managing their learning. and from graduation to employment.Benefits of ePortfolios for Managing the Learning Process Tick those which appeal to you 07 They motivate students to take ownership of their learning.

ePortfolios for the Self Tick those which appeal to you 17 They emphasise what a learner CAN do. The following pages will provide guiding questions to help you with the practicalities of integrating ePortfolios into your courses. Table 3: Benefits of ePortfolios for the Self The above benefits can only be realised if the ePortfolio is integrated into a pedagogy that emphasises and supports a particular way of learning. 20 benefits 6 . 20 They enable students to achieve a better self-understanding. 19 They provide a platform for presenting a multi-faceted online identity. 18 They make the thinking behind the work explicit for the benefit of the student and the teacher.

The case studies in the following sections illustrate how teachers in diverse disciplines at CityU have answered these questions to achieve the integration of ePortfolios into their courses. Teachers need to provide clear guidance on the kinds of artifacts their students are expected to produce. It is essential that they understand how their ePortfolio will relate to their learning and the kinds of opportunities it will provide for expanding and deepening their learning experiences. It covers some of the questions teachers need to consider at the levels of process and product for the successful integration of ePortfolios into their courses. It shows the kinds of decisions teachers are required to make about instructional design so as to create the kinds of learning opportunities that will foster deeper learning. Learning occurs in both personal and social domains and. teachers should decide whether emphasis will be put on the ePortfolio as a platform for personal learning activities or social interaction.Integrating ePortfolios into the curriculum A framework How do I plan the integration of ePortfolios into my course? Part of the planning process for integrating ePortfolios into a course or a programme should involve the consideration of how ePortfolio use is related to the intended learning outcomes (ILOs). Will ePortfolios be used in teaching and learning activities (TLAs) to enable students to develop and accomplish the outcomes? Will the ePortfolio incorporate assessment tasks (ATs) for demonstrating and assessing these outcomes? When students construct their ePortfolio. as such. structure. Clear directions regarding the content. they need to have a very clear idea about what they are expected to do and why. select and reflect on. purpose and audience of the ePortfolio can be provided within the ePortfolio architecture in the form of a specially designed template or sample portfolio. The following framework presents an action plan for course integration within an outcomes-based structure and depicts the dynamic interrelations between various critical components. 7 Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies .

decision & selection process Curriculum & instructional design Figure 3: ePortfolio Course Integration Framework: An Overview A framework 8 .STUDENTS LEARNING TEACHERS ePortfolio Content • • • • • • • • Purpose Audience Profile Goals Claims Artifacts/Evidence Organisation Reflection Personal • • • • • Self-awareness Goal setting Reflection Individual work Self-assessment Intended Learning Outcomes (ILOs) Teaching & Learning Activities (TLAs) Social • • • • • Discussions Peer feedback Group reflection Group work Peer assessment Assessment Tasks (ATs) Product Instruction.

STUDENTS LEARNING ePortfolio Content • Make the purpose of the portfolio evident to your students. • Decide what artifacts will serve as evidence of learning. questions. Make it clear who they are writing to and why. • Help your students understand how important reflection is for learning. • Decide what sort of scaffolding you will use to help students with their thinking. • It may be useful to provide an ePortfolio template. and organise and personalise their portfolios? • Design rubrics that allow your students to assess their progress. • What kind of support do you need – technical or pedagogical? Personal • Provide students with space to explore their learning preferences and styles.g. different disciplines. etc. • To what extent will your students be able to choose the content. prompts. e. 9 Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies . models of reflection. • Decide whether to encourage your students to add personal goals to their portfolios. • Enable students to discover connections between theory and practice. • Use the portfolio to help your students engage with the course intended learning outcomes.

TEACHERS Intended Learning Outcomes (ILOs) • Decide which outcomes will be assessed through the ePortfolio. Assessment Tasks (ATs) • Make it clear to your students what details are required in their portfolio to authenticate evidence. • Put formative assessment procedures in place. • Will reflection form part of the evidence of learning and therefore be assessed? • Are there clear rubrics in place for assessment? Figure 4: ePortfolio Course Integration Framework A framework 10 . Social • Allocate time for peer and teacher feedback on ePortfolio work. • Would it be useful to use extra Web tools in the portfolio to facilitate collaboration? • Write student-friendly rubrics to help your students assess each other. Teaching & Learning Activities (TLAs) • Think about how to adapt/enhance your TLAs to suit ePortfolio integration.

Introduction to the case studies 11 Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies .

semester and student numbers involved. ten of these teachers discuss their experiences of using ePortfolios in different contexts and for different purposes. Introduction to the case studies 12 . we have collaborated extensively with many dedicated teachers to integrate ePortfolios into the curriculum. each teacher provides a brief summary of how the ePortfolios were used and some personal comments. Readers who wish to further investigate any particular case are encouraged to follow the links to both the course templates and sample student ePortfolios. They also highlight specific challenges they have encountered. Possible solutions to the challenges are suggested by both the teachers themselves and the ePortfolio team.At CityU. In this section. In addition to basic information such as the course/programme.

Dr. they can be very useful for students to track what they have learned in class.1 13 Integrating ePortfolios into the curriculum: Course integration Encouraging student reflection “ If students take ePortfolios seriously. Paul Shin Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies Department of Biology and Chemistry .

7 and 13 students were asked to select and comment on one news item related to environmental conservation.. 02 For the end-of-semester field camp experience. Environmental Conservation and Resources Management (BCH4039) 49 students in Semester A. they can be very useful for students to track what they have learned in class.’ or ‘I did the quizzes but I still can’t do it.How were ePortfolios used? In order to engage students more actively and reflectively in the learning activities. b) think about the outcomes they should expect from it. Comments from the teacher “ “ When students say something like ‘I had the lecture and realise that I don’t understand. 2009-10 Case Study 1: Encouraging student reflection 14 . After the field camp.. I know their problems and can pay more attention to them... and c) plan what they could do to help achieve these outcomes. and b) critically thought about classmates’ and teacher’s feedback.’ in their ePortfolios. So ePortfolios provide another platform for communication between me and my students. students had to a) understand why they had to join the camp. If students take ePortfolios seriously. students a) recorded their learning experiences through reflective writing. ePortfolios were integrated into the course and students were required to regularly write down their reflection upon the learning activities. 01 In weeks 2..

if you don’t have enough time.Challenges Reading students’ ePortfolios and giving prompt feedback is very time-consuming especially when the class is big: It’s a lot of work.. “ “ Convincing co-teachers on a course to use ePortfolios can be difficult: “ If a course is not run by yourself alone. which will in turn inform my teaching practice and consequently provide my students with a better course. which can be a tough job to do. It requires a lot of commitment from teachers. I think it is better not to use ePortfolios. you need to convince your co-teachers to use ePortfolios. Students expect prompt feedback. Timing for comments is very important. . They don’t want your comments to come back after a few weeks.. Possible solutions 01 Next time I will make it a course requirement for my students to provide feedback to each other instead. I need to explain that I will give feedback to my students in other ways and that their comments on each others’ work will help me to see what and how well they are learning. 02 Successful examples of integrating ePortfolios into courses can be convincing for teachers who are in doubt. In fact. 03 Preparation in terms of concrete plans and sufficient technical support may motivate teachers to try out the ePortfolio.

“ Template: I have developed the skill of frequently recording my own progress and the attitude to trying my best to accomplish all goals set previously.Comments from a student Kenny Ka Chuen Hui (Year 2. for a course. 2009-10) BSc (Hons) Architectural Studies “ It works best when you have to reflect on your own study throughout a specific period of Case Study 1: Encouraging student reflection 16 . Figure 5: Kenny Hui’s ePortfolio: My Learning Log Sample: goo. And this tool can help keep a record of your own development.

Dr. Connie Ng Department of English Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies . This ePortfolio was particularly effective in terms of peer-peer/peer-teacher interaction.2 17 Integrating ePortfolios into the curriculum: Course integration Facilitating reflection and collaboration “ I have used ePortfolios in another course.

How were ePortfolios used? Students were required to reflect weekly upon their learning in a learning log. announcements. and a final presentation. Coursework artifacts related to classroom activities such as a telecommunications role play. 02 A teacher’s blog (en2855. which were presented in the learning was created for the teacher’s general advice. From there.blogspot. instructions and other messages. informative interview. 2009-10 18 Case Study 2: Facilitating reflection & collaboration . 01 A comment function was added so that students could learn from and reflect upon comments from their teachers and peers. 03 A mechanism was used to aggregate students’ logs and display them next to the teacher’s blog so that all students and teachers could go to the same page to read all the updates and news. Figure 6: Interaction Model to Facilitate Reflection and Collaboration in ePortfolios The interaction model is illustrated below: Every student owns their ePortfolio ePortfolio Student Peer review & comments ePortfolio Student Students can click on classmates’ learning logs and leave comments in their portfolios Students can access the teacher’s course blog and leave comments Announcements and shared materials Students’ learning log entries The system gathers all the learning logs from students’ portfolios and automatically displays them on the teacher’s course blog sidebar Teacher’s course blog Profile Summary Showcase Performance Learning log Each ePortfolio contains 4 pages (generic structure) + learning log/repository Image Management for Professionals (EN2855) 70 students in Summer Term. Students could also leave comments and exchange ideas through the blog. they could also choose to browse each others’ ePortfolios. Three other functions were integrated into the ePortfolio to enhance communication and interaction among all members of the class.

The mechanism was not fully utilised. “ Students were not very active in giving feedback to each other. 02 A class participation grade can be used as an incentive for students to write comments and provide feedback on others’ comments. Possible solutions 01 It is very important that students are taught to understand and appreciate the value of peer feedback.Challenges Though the teacher was happy with the integration of the collaborative tools within the ePortfolio environment. Many of them had part-time jobs at that time and probably that’s why they did not bother to comment on other students’ ePortfolios. 03 I think teachers could also discuss some of the students’ work and comments in class to arouse more interest in reading the learning logs and ePortfolios. she was disappointed with the quantity of student peer feedback. 19 Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies . Another reason might be because they were not required to do it as part of the assessment. This was partly because students did not take doing summer courses very seriously and that one was a speaking course.

Comments from a student Jane Yanan Wang (Year Sample: Case Study 2: Facilitating reflection & collaboration 20 . Figure 7: Jane Wang’s ePortfolio: Profile Template: sites. Using an ePortfolio helps me accumulate evidence of past achievements and form the habit of doing self-reflection periodically. 2009-10) BBA (Hons) Accountancy “ “ “ Portfolios help us reflect our learning process throughout the way. It’s a good way for students to document what they have done before and measure their improvement throughout a certain

Ms.3 21 Integrating ePortfolios into the curriculum: Course integration Assessment rubrics as guides for developing ePortfolios “ Using a grading rubric helped students make choices regarding the content and design of their ePortfolios. Hokling Cheung Office of Education Development and General Education Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies .

The course introduces learning theories. It helped clarify and align the assignment better with the course intended learning outcomes. it provided useful guidance for systematic feedback to students before and after submission of the assignment. Comments from the teacher “ The assessment rubric was discussed by the teaching team over several meetings. More importantly. and to facilitate continuous development and reflection on teaching practice. Using ePortfolios was a really effective way of getting postgraduate students to reflect on their learning and teaching practice. The reflective ePortfolio aims to encourage students to organise and reflect on what they have learned and practised in the course. and to provide timely and standardised feedback. Assessment rubrics were used as aids to guide the development of the ePortfolio.How were ePortfolios used? A reflective ePortfolio built around one’s teaching philosophy and teaching practice was required for research students who had or would have teaching duties. 2009-10 Case study 3: Assessment rubrics as guides for developing ePortfolios 22 . 2009-10 79 students in Semester B. CityU’s teaching and learning environment and some practical teaching and communication skills. I also believe that all teachers can benefit from developing their own professional teaching portfolios “ Teaching Students: First Steps (SG8001) 131 students in Semester A.

reaching consensus on rubrics related to reflection and teaching philosophy took time and effort for the teaching team. 03 Existing assessment rubrics available from the literature or on the Web would be helpful. Some practical issues such as the allocation of grades also had to be resolved. 02 We should see the development of a rubric as a chance for the teaching team to reflect on the course intended learning outcomes and how the assignment can help students demonstrate their accomplishment of them.Challenges Though students reported that the rubrics were useful. 23 Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies . Possible Solutions 01 When ePortfolios are assessed rubrics become essential.

to prepare the ePortfolio I had to learn a number of different technical skills (such as all the technical matters of Google site builder. CSS. but through preparing my ePortfolio I have organised all of these things. what I have done so far. HTML) that perhaps I wouldn’t have learned if I hadn’t created that ePortfolio.e. Audio/Video editing. what I intend to do and so what I have yet to do to reach my goal. Template: https://sites. ePortfolios help me to set my career goals and aspiration. which is a very fruitful and convenient way to help other people know me. Nawaz Ali (PhD candidate. Md. 2009-10) PhD Computer Science I use the link of my ePortfolio as a part of my signature in my email. G. To create my ePortfolio. views and my accomplishments were Case study 3: Assessment rubrics as guides for developing ePortfolios 24 . my http://goo. what characteristics make me different from others and which direction I should follow to reach my goal. Certainly. It helps me to think who I am. “ Sample: Figure 8: Nawaz Ali’s ePortfolio: Home Page Before preparing my own ePortfolio. I have brainstormed to find out why I am unique. using scripting languages i.Comments from a student “ “ “ G.

viable. Tak Yan Lee Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies Department of Applied Social Studies . Dr. and pedagogically valuable.4 25 Integrating ePortfolios into the curriculum: Course integration Assessment for social work research and evaluation “ Through these portfolios. peer learning and assessment are feasible.

Both classmates and the teacher added their comments to the work and the students then used this feedback to improve what they had done. Comments from the teacher “ ePortfolios have the power to enable sharing among students. Students posted their initial work on the Discussion Board in Blackboard.How were ePortfolios used? The ePortfolio was used as both an education and assessment tool. Students were assessed on the following tasks: 01 Weekly assignments: Students were guided to work on two topics each week during class. “ Social Work Research and Evaluation (SS4114) 76 students in Semester B. In our weekly assignments. 02 Self-evaluation of one’s performance in the weekly assignments: Students followed the assessment rubrics consisting of the intended learning outcomes of each topic and assessment criteria. So they knew how other students had been doing (peer sharing). students posted their work on the Web as a kind of sharing. Final versions of the 20 assignments were posted in the ePortfolios. and pedagogically valuable. viable. The self-evaluation form was submitted for the teacher’s review via the ePortfolio. 03 Selection of the five best weekly assignments for showcasing in the ePortfolio. Completed and/or revised assignments were put into the ePortfolio through which students could also monitor their own learning progress against professional standards. 2009-10 Case study 4: Assessment for social work research and evaluation 26 . Through these portfolios. 04 A group research proposal: Students completed a group research proposal emphasising the application of knowledge and skills of social work research and evaluation processes. peer learning and assessment are feasible. I think this is very powerful in terms of teaching and learning.

03 An ePortfolio template designed specifically for this course would help me locate the assignments quickly. Students can be trained to give better quality comments by using specific feedback techniques. I can incorporate more peer feedback and assessment into the course. students could also present examples of constructive peer feedback they provided. Part of the assessment then becomes the quality of feedback provided for other students. In addition to the five best assignments being showcased in the portfolio. 02 However.Challenges Using ePortfolios for assessment is very time-consuming if the class is big: “ One of the major problems for me is that the class size was too big. I had difficulties in evaluating each of my students’ weekly assignments. instead of grading and commenting on each weekly assignment. Possible Solutions 01 I think this is an area in which teaching assistants could provide useful support. 27 Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies .

2009-10) BSocSc (Hons) Social Work “ Doing an ePortfolio allowed and somehow forced me to focus on my topic. “ Template: People love to have others’ comments on their work rather than doing something without any responses. It is just like a platform that I can show anything I can imagine Case study 4: Assessment for social work research and evaluation 28 . Figure 9: Hau Yan Chau’s ePortfolio: Showcase Sample: goo.Comments from a student Hau Yan Chau (Year 3. and to think of ways to present the message so that it arouses others’ interest.

Mr. Dean Fisher Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies The English Language Centre .5 29 Integrating ePortfolios into the curriculum: Course integration Assessment for language learning “ It was essential for me to think about what value I was adding to the learning process by adopting the ePortfolio and to communicate this to my students.

Initially. I needed to think more about how to build a meaningful collaborative learning element into the ePortfolio structure. Students used the ePortfolio to: 01 write up their learning plans 02 comment on the plans of others 03 upload examples of their work 04 create a 7-minute digital story in which they visually presented significant aspects of their work and reflected on their independent learning experience. but as our students became more confident with the ePortfolio tools. 2) to improve one’s knowledge of how words link together in speech. “ “ “ Spoken Language (EL0221) More than 4. this service was needed less and less.How were ePortfolios used? The ePortfolio was used to support independent learning and more than 45 teachers were involved in teaching this course. Integrating ePortfolios successfully into a course requires a shift in pedagogical perspective. an ePortfolio help desk manned by student helpers was made available during lunch times. Comments from the teacher Links inside the portfolios to animated guides helped students build their ePortfolios independently. or 3) to improve one’s ability to listen for details in newscasts. Example goals might be 1) to use the past tense appropriately when recounting personal experiences. in which the learner and learning are seen as central to the teaching process.500 students in 2008-09 and 2010-11 Case study 5: Assessment for language learning 30 . a paradigm shift. Spoken Language students on the 48-hour Spoken Language course were required to complete a 12-hour independent learning project in which they worked to improve identified areas of weakness in speaking and listening.

for example. the teachers of Spoken Language did not choose to include the ePortfolio in this course. 02 If an English language portfolio was integrated at the programme level as a means of presenting students’ language capabilities and levels of English to interviewers for internships. Challenges for the students 01 A lot of language work was naturally done on paper and this was collected over the semester as evidence inside a paper portfolio. Several teachers saw it as an unnecessary addition to an ‘independent learning component’ that was itself regarded as an add-on to the core part of the course. Possible solutions 01 An ePortfolio which plays a major role in supporting the core part of the course would probably be seen as more relevant and more central to the learning process. be designed around specific speaking and listening projects in which the ePortfolio forms an integral part. Selecting some of this evidence and scanning it into a digital story was seen by some students as an extra unnecessary step and unrelated to language learning. whereas the course required teachers to emphasise the learning process. the portfolio would assume a more meaningful role as students begin to select their best work for display and self-promotion. 03 We could better integrate the language ePortfolio with the undergraduate experience and graduate outcomes by using the portfolio to facilitate working with language across the curriculum. then more feedback can be given in class and less outside. overseas exchanges. Consequently. 04 Finally. and for eventual employment. core element of the course and therein lies the major problem. The Spoken Language course could. 02 Students tended to focus on the ePortfolio as a product to be assessed at the end of the course. 02 Several teachers were not comfortable with the technology and felt responsible and frustrated when their students encountered problems they were unable to solve. some students left the major part of their independent learning work until the end of the course. 04 I think it’s fair to say that the ePortfolio was not seen as an integrated. motivating teachers to work together to create their own professional teaching ePortfolio would help them feel more at ease with the technology involved. It was a course requirement. particularly English in the discipline.Challenges for the teachers 01 Unlike most of the other case studies described. If ePortfolios were used more in class time. 03 Due to the online nature of the portfolios. teachers felt an added pressure to monitor peer feedback and provide comments in the ePortfolio when there was not always time to do so. 31 Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies . formative feedback and reflection.

google. I learned critical thinking after each learning activity. they can get more suggestions as well as Case study 5: Assessment for language learning 32 . Figure 10: Zihan Wu’s ePortfolio: My Digital Story Template: http://sites. through this exchange.Comments from a student Zihan Wu (Year 1. I know what my next step is and the actions I need to take. 2009-10) BEng (Hons) Electronic and Communication Engineering “ “ From my point of view. by which I can achieve my goals more efficiently. an ePortfolio provides a good platform for everyone to share their work with others and. I have learned how to take advantage of others’ strengths and consider others’ suggestions to offset my own weakness. by which they can achieve further Sample: http://goo. By the way of reflection.

and makes what I teach in my class more relevant to my students. Dr.6 33 Integrating ePortfolios into the curriculum: Programme integration Undergraduate experience ePortfolios “ Through the ePortfolio. I’ve learned a lot about my students. It’s a great way for me to connect with them on a personal level. Jackie Lou Department of English Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies .

students were asked to: 01 Reflect on the programme intended learning outcomes (PILOs). “ English for Professional Communication (BAEPC) 84 students in 2009-10 Case study 6: Undergraduate experience ePortfolios 34 . writing and speaking was embedded in this ePortfolio. Items selected could be course assignments and/or evidence of participation in extra-curricular activities. Through the ePortfolio.How were ePortfolios used? Starting with the 2009 cohort. More specifically. first year students in the BAEPC programme were encouraged to use ePortfolios to document their academic studies. The learning log also served as a repository from which students could select work/evidence for showcasing. and makes what I teach in my class more relevant to my students. 02 Select some of their most representative work to showcase their learning. listening. Comments from the teacher “ We are concerned with students’ ability to make connections between the coursework and the programme learning outcomes. Thinking about the goals and selecting the best evidence make students think about the purpose of the assignments. 03 Record and reflect on their language learning. which seems to be a very helpful exercise. extra-curricular activities and language learning. I’ve learned a lot about my students. A learning log with separate subheadings for reading. set university goals and make action plans. It’s a great way for me to connect with them on a personal level.

Possible solutions 01 Class competitions and regular reminder emails may create incentives for students to keep updating their ePortfolios.Challenges Students are less motivated when it is optional for them to develop an ePortfolio: “ I think my biggest challenge is to keep students’ momentum going. 03 Individual course/learning portfolios can be linked to the programme portfolio. possibly for three years. The ePortfolio is required at the programme level and it is supposed to be continued after the first year. 04 Integrating ePortfolios into a final year course. 35 Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies . 05 Building up an online learning repository would also be useful for the employment portfolio. It will be ideal if students can take the initiative and keep updating. 02 A programme level ePortfolio linked to PILOS might be more useful. or as an exit requirement. but this is difficult. Students could use it to demonstrate their achievement of the programme outcomes over time (4 years) and the portfolio could be made credit-bearing. may encourage students to continue using ePortfolios to manage their learning and development.

when choosing which courses to take at the beginning of the semester. For 2009-10) BA (Hons) English for Professional Communication “ Before creating my ePortfolio. and whether my friends are in the class or not. I now focus on the relationship between the intended learning outcomes of the course and my future career.Comments from a student Jenifer Wing Yee Ho (Year Case study 6: Undergraduate experience ePortfolios 36 . see if they match or not. I only had a vague idea of what I wanted to do in my university life. I try to plan ahead. I just focused on the Sample: goo. instead of focusing on the difficulty of the course. I believe that in this way I can make the most of my university life to prepare me for the future. Figure 11: Jenifer Ho’s ePortfolio: Summary Template: sites. In the process of creating my ePortfolio. I started to look beyond the present.

Ron Kwok Department of Information Systems Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies . I can improve counseling to my next student cohort before they go for the exchange.7 37 Integrating ePortfolios into the curriculum: Experiential learning Exchange experience ePortfolios “ By looking at the experiences of students in the exchange programme. Ms. Tania Lau and Dr.

ePortfolios made it possible for teachers in Hong Kong to become aware of students’ difficulties and to provide timely help. documentation.How were ePortfolios used? This ePortfolio was used to document students’ overseas exchange experiences. While this ePortfolio shared many common features with other types of ePortfolios (i. I can improve counseling to my next student cohort before they go for the exchange. 04 Teachers regularly read students’ ePortfolios and gave constructive comments. reflection and peer interaction). 2009-10 Case study 7: Exchange experience ePortfolios 38 . In addition. it also provided a platform for students on their own in a foreign country to share their experiences and support each other.e. 02 Students were asked to critically assess their overseas exchange experiences through regular reflection. Comments from the teacher “ By looking at the experiences of students in the exchange programme. 03 Students were encouraged to learn from and provide support for each other by leaving comments on each others’ ePortfolios. to help them reflect on a regular basis and to facilitate peer interaction. Some key features are summarised as follows: 01 Students were asked to demonstrate their understanding of business opportunities using IT in universities/organisations overseas by documenting their observations. Exchange Experience Assessment I (IS4935A) Exchange Experience Assessment II (IS4935B) 55 students in Semester B and Summer Term.

they could outline some of their expectations and one or two goals they hope to achieve and why. and share these with their teacher and classmates. 02 Increasing the weighting of ePortfolio assignments would encourage students to take them more seriously. Possible solutions 01 It would probably be more effective to use popular social interaction platforms. They can then refer to these in their later reflection. but as the students were not in Hong Kong. they seldom checked their emails. I had to send emails regularly to remind them of the deadlines.Challenges If students do not update their ePortfolios regularly while on their exchange. to post announcements. We set three deadlines for the ePortfolio tasks that students were required to complete during their exchange programme. 03 I could ask my students to communicate with me via their ePortfolio before they leave Hong Kong as a way of understanding the significance of their ePortfolio work. such as Facebook. 39 Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies . In their learning log or blog. reaching them is not as easy as when they are in Hong Kong.

iPad or iPhone.Comments from a student Man Chung Chan (Year 2. and. Figure 12: Man Chung Chan’s ePortfolio: Profile Template: sites. there is room for Case study 7: Exchange experience ePortfolios 40 . the website cannot be opened by some Internet browsers such as Safari. it would be nice if students can develop their ePortfolios through their iPod. First. 2009-10) BBA (Hons) Global Business System Management “ Though the ePortfolio is quite good and user-friendly from my point of exchangeexperienceassessmenti Sample: goo.

K. C. Jackson Kong and Mr. Dr. Yip Division of Building Science and Technology .8 41 Integrating ePortfolios into the curriculum: Experiential learning Industrial and professional training ePortfolios “ Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies The ePortfolio provides a systematic way to look at the details of students’ progress.

As the course emphasised experiential learning. management. we summarised the difficulties that students encountered. 2009-10 Case study 8: Industrial and professional training ePortfolios 42 . we were able to better integrate the different parts of our curriculum. In this course. During summer. the ePortfolio allowed students to record and reflect on their learning experiences and difficulties encountered in the training. students summarised their achievements and reflected on them after the course. More specifically. Comments from the teacher “ “ From the information that we got from the ePortfolios. based on what we observed from the portfolios. Workshop and Professional Practices (BST11395) 66 students in Summer Term.How were ePortfolios used? This course provided hands-on experience for students to learn construction practices and to recognise technical. concrete. NDT and anchoring. 02 Photos: photos with descriptions were required to evidence work and learning in each subject area. students were sent to the Hong Kong Polytechnic University (PolyU) to complete 56 hours of industrial training. namely. The ePortfolio provides a systematic way to look at the details of students’ progress. In short. and health and safety issues in the construction industry. so we could refine our teaching and learning strategies and streamline our curriculum. two types of evidence were required: 01 A digital story: using a video format. falsework and formwork. brickwork and plastering. Most of the activities were conducted in a workshop environment during which students were required to complete various activities such as casting concrete elements and making timber formworks. ePortfolios constituted an effective platform for students to submit audio/ video evidence of their learning outcomes. steel.

Challenges As teachers update courses from time to time. In the long run. acquiring the skills and techniques to develop ePortfolios and update templates can be an added value for both teachers and students. 02 Technical support after training would also be extremely beneficial. which causes technical difficulties. Teachers can consult ePortfolio team technicians to help them update templates. This is a big problem. ePortfolio templates need to be updated accordingly. you have to change it or ask your students to change it. But neither my students nor I are familiar with the techniques. 43 Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies . Possible solutions 01 It would be a good idea to collaborate with the ePortfolio team to arrange training workshops and materials for both students and teachers. “ If you want to incorporate some changes into the template.

most of the training time we did practices. and I could possibly reflect throughout the section.Comments from a student Hiu Kwan Lee (Year 1. “ “ By doing the ePortfolio. therefore it was difficult to have time to analyse and generalise the things I learned. I realise that I really did learn from my study. As I have done the ePortfolio about my industrial training. 2009-10) ASc Construction Engineering and Management “ After the creation of the ePortfolio. it gives me a chance to reflect and consolidate what I have Sample: goo. It gives me a thought again on how I should prepare myself for my future career. I do think that we can learn from each others’ ePortfolios by reading about their learning experiences. Different people will have different points of Case study 8: Industrial and professional training ePortfolios 44 . It was a really helpful way of reminding me what I have learned. Figure 13: Hiu Kwan Lee’s ePortfolio: Reflections Template: sites.

Terence Cheung Department of Information Systems Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies . Dr.9 45 Integrating ePortfolios into the curriculum: Career preparation The ePortfolio as a digital CV “ Students will treat the ePortfolio as a digital CV and treasure it because they understand that they need to prepare their CVs before they graduate.

I think incentives should not be limited to pursuing better academic scores. but we can also take it from an achievement-oriented or career-oriented initiative. they are more likely to update it purposefully and on a regular basis. Students were encouraged to collect artifacts regularly and to update their ePortfolios from time to time. 2010-11 Digital Marketing and Customer Relationship Management (IS4246) Case study 9: The ePortfolio as a digital CV 46 . “ User Interface Design. Comments from the teacher “ I always believe that ePortfolios can enhance both teaching and learning. If they don’t treat it as an assignment. Prototyping and Evaluation (IS4333) 85 students in Semester B. When I demonstrate some successful stories presented in my previous students’ ePortfolios to the new cohort at the beginning of the semester. freshmen will treat the ePortfolio as a digital CV and treasure it because they understand that they need to prepare their CVs before they graduate. Students were shown how to make their ePortfolios more visible to employers by using search engine optimisation (SEO) techniques so that their ePortfolios ranked higher on a search results page. I believe everyone would like to look for a better job and plan for a better career. such as competition awards and scholarships.How were ePortfolios used? In these courses. 2010-11 39 students in Semester B. which could really motivate our students (and all employees as well). the ePortfolio was used as a digital CV to prepare students for job hunting. It showcased students’ achievements.

I embedded ePortfolios into the course and allocated 5% of the course grade as an incentive. Possible solutions 01 I have found students are more motivated by successful stories of using ePortfolios for job hunting. because it can ensure the continuity in the demonstration of student progress and development throughout the three years of university study. But for this year. but not for both with the same and consider them for either personal use or professional networking. 04 In the future I could arrange some group meetings or activities to let students exchange ideas and get some advice from senior year students and graduates about ePortfolios for learning and career development. 02 The first year is a critical moment to introduce the ePortfolio. 03 I encourage my students to pay attention to social networking platforms such as Facebook. Last year. I took away this incentive and students were less motivated to write or polish their ePortfolios. LinkedIn or About. 47 Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies .Challenges Motivation has always been an important concern for me: “ 05 I decided to integrate an employment ePortfolio into the course to help final year students develop their digital CVs and market themselves on the Internet for job placement.

Comments from a student Chapman Hon Leung Ho (Year 3. the ePortfolio reminded me to manage my time and focus on my development subjects better. “ “ Template: It facilitates learning and increases the chance of success. Early planning is critical with ePortfolios. and potential sites. professional Case study 9: The ePortfolio as a digital CV 48 . I started my study and career planning at a relatively early time. Also. Figure 14: Chapman Ho’s ePortfolio: Showcase Sample: goo. and it provided me with sufficient consultation and review chances to ensure I did not go in the wrong direction. 2009-10) BBA (Hons) Electronic Commerce “ The Showcase helped me to communicate my experience to professional advisors such as programme leaders.

Dr. They can increase the chance of successful job hunting in addition to their intrinsic value. Arthur Cheung Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies Department of Public and Social Administration .10 49 Integrating ePortfolios into the curriculum: Career preparation ePortfolios for job searching “ Good ePortfolios can impress potential employers.

tailormade ePortfolio that consisted of seven sections: profile. life and career goals. Learning and Leading in the Workplace (SA2202) 114 students in Semester A. core values. slideshows. We would like to help students start early and benefit from what ePortfolios can offer. a way of learning and a tool for teaching. core competences. analytical skills. does sufficient promotion and uses ePortfolios for whole person development. If the University endorses the ideology of ePortfolios. co-curricular merits. academic achievements. ePortfolios will become part of students’ campus life. reflective thinking skills. 2008-09 Case study 10: ePortfolios for job searching 50 . Maybe it’s time to change. then consolidated an individual.How were ePortfolios used? Final year students created an ePortfolio as an electronic CV. photos. graphic designs and other multimedia materials as concrete evidence to demonstrate their language ability. 2007-08 124 students in Semester A. Living. and work experience. Students could include writings. Comments from the teacher “ “ I think that the ePortfolio is the future direction of university learning experience. We can move from course and programme-based ePortfolios to ePortfolios for academic advising. Each student reflected on his/her personal strengths and career aspirations. creativity and other job-related competences to potential employers.

which is time-consuming. 02 Teachers may find hard copies handier than electronic documents. over 80% are “most likely” or “likely” to view job applicants’ ePortfolios if a link is provided in their application. out of 36 employers interviewed.Challenges 01 Students question whether potential employers will actually read their ePortfolios. When they receive ePortfolios. 02 The use of well-designed templates and very specific instructions regarding the length and structure of assessed work uploaded to the ePortfolio should help streamline the process of locating the artifacts for grading and comments. they need to log in. open individual accounts and locate the artifacts. The ePortfolio team is continuing this research. which makes it difficult to convince them to devote time and effort to developing one. Possible solutions 01 Our initial research in 2010 suggests that. 51 Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies . and it is hoped that the findings will show that ePortfolios can enhance employability and that it is worth making the effort to create an ePortfolio.

they can develop different presentation skills by using presentation software .Comments from a student Becky Kit Ling Yuen (Year 3. “ During the creation of ePortfolios by Figure 15: Becky Yuen’s ePortfolio: Self Introduction Case study 10: ePortfolios for job searching 52 . as they are online. Sample: goo. I suggest opening the editing rights to everyone who knows the creator. they can be maintained dynamically over time.Powerpoint and Illustrator etc. “ ePortfolios are both demonstrations of the user’s abilities and platforms for self-expression. 2007-08) BSocSc (Hons) Policy Studies and Administration “ In order to further make improvement in ePortfolios. They will get to know more about themselves by preparing all personal information. and. This will enrich the content of the portfolio instead of just editing by the creator alone.

it is what the teacher does with it that makes the learning more effective. A student identifies and sets goals. Learning The student decides whether or not. Figure 16: ePortfolios in the Learning Cycle 53 Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies . In other words. The student decides how best to achieve each goal and works towards them. ePortfolios help to facilitate. The teacher assesses the work and provides feedback. and how to make adjustments to his/her work in response to the feedback. support and enhance learning only when the instructor adopts a pedagogy that puts emphasis on some. Peers and/or the teacher provide feedback on the work done.Instructional design ePortfolio use encourages a shift of focus from teaching to learning. The diagram opposite shows a possible learning cycle that could form part of this pedagogy. the ePortfolio does not magically enhance learning. of the following: a) b) c) d) e) f) formative assessment reflection evidence-based learning collaboration learning management identifying connections in learning A narrative is written to evidence achievement of the goal and to evaluate the level of achievement. it does not guarantee it has been learned. or preferably all. Just because something has been taught. The success of ePortfoliomediated learning is dependent on an appropriate ePortfolio-mediated pedagogy.

" Jenifer Wing Yee Ho (Year 2. How is it going to add to their learning experience in your course and how will it help them to achieve the intended learning outcomes? How can I make effective use of ePortfolios in my teaching? 1. meaning that if a teacher believes firmly in the value of ePortfolios for learning. It can also be used as a forum to share the learning experiences of a particular topic that are of interest to both parties. CILOs Weighting Confidence **** Self-Assessment *** Select a focused research 20% topic and identify relevant scientific literature sources Table 4: Students Personalise/Internalise the CILOS Instructional design 54 . Students can be encouraged to personalise/internalise each of the CILOS in ways similar to the example below. Course Intended Learning Oucomes Encourage your students to engage more systematically with the intended learning outcomes of the course (CILOs) so that these become their own goals. 2009-10) BA (Hons) English for Professional Communication Your students may never have used an ePortfolio as a learning tool and are likely to need convincing of its value for learning. his/her students are more likely to adopt a positive attitude towards them. It can enhance the understanding between teachers and students outside the classroom. Clearly explain the purposes of the ePortfolio to your students.How do I introduce the idea of ePortfolios to my students? "Teachers can use ePortfolios as a platform to communicate with students. In our experience there is a strong correlation between the beliefs of teachers and their students.

Student Profiles “By recording your goals and dreams on paper. 3. Explore some ways reflection has been encouraged at CityU: a) Look back at Case Study 1 to see how a teacher in the Department of Biology and Chemistry used ePortfolios to encourage deeper reflection on a field 55 Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies . interests. and between different disciplines. Reflection Provide opportunities for students to gain awareness of their strengths and weaknesses through self-reflection.” Mark Victor Hansen Depending on what you ask your students to write in their Profile the ePortfolio can give you the opportunity to get to know each student individually. sites. This may help to strengthen teacher-student rapport and it could even serve to guide some decisions you make in class about teaching content and learning “A good plan is like a road map: it shows the final destination and usually the best way to get there. Stanley Judd More details on this course can be found in Case Study 7. Give students space to learn through reflection to: a) b) c) increase self-awareness acquire new knowledge discover connections between theory and practice.” H. their strengths. learning style preferences and short and long-term goals. concerns. c) Find more help with reflection and two reflection games for students at: sites. you set in motion the process of becoming the person you most want to be. etc. b) See a list of guiding questions for students in the Department of Information Systems to encourage reflection on their exchange peer review and teacher feedback enabling students to enhance the quality of their work.

Encourage group reflection. Students can then make their claims with reference to these orginal questions. Showcase students’ work in class. Providing evidence Teach your students how to evidence their achievement of goals with reference to the course ILOs and the assessment rubrics. Collaboration a) b) c) d) e) Create opportunities for your students to share their work and reflections with each other.4. creating or selecting artifacts that evidence the learning outcomes. Allow students to work in groups for feedback and support. Just as the formulation of well-designed questions is important for research purposes. Artifact + Narrative = Evidence of learning Figure 17: Evidence of Learning 5. Ensure that students evaluate their own work and each others’ against standards or criteria for further improvement. Instructional design 56 . An artifact becomes evidence of learning when students connect the artifact to the goal by justifying its relevance and evaluating its quality. This connection is important and it is sometimes called the narrative. formulate questions for your students that will guide them towards finding. Your students should demonstrate their achievement of the goals/outcomes by selecting appropriate artifacts.

biography.Tips for getting started Generic structure How can I help my students to start using ePortfolios? Developed after extensive research across all types of portfolios. provides a useful scaffold at CityU for many ePortfolio developers. achievement & development. Some of the case studies provide examples of how teachers and students have tailored the basic structure to their particular needs. values & beliefs. etc. reflection & future direction SHOWCASE Representative work & evidence QUALIFICATIONS Official recognition of achievements. PROFILE Personal particulars. the generic structure illustrated below. contributions to social communities. participation in professional organisations Figure 18: Generic Structure of ePortfolios 57 Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies . SUMMARY Purpose. qualifications. audience. interests & hobbies.

5% Strongly Agree Agree Neutral Disagree Figure 19: Student Feedback on the Generic Structure Figure 20: Teacher Feedback on the Generic Structure Refer your students to the following ‘How To’ page for more guidance on adopting the generic structure: www. The Generic Structure is adequate for constructing an ePortfolio. Student feedback Teacher feeback I find the Generic Structure useful when I create my learning 64.In post-workshop surveys more than half the participants (students and teachers) felt that using the proposed generic structure was useful when creating their Generic structure 58 .8% 20% 20% 10% Strongly Agree Agree Neutral Disagree 16.2% 50% 16.cityu.5% 2.

2009-10) BA (Hons) English for Professional Communication 59 Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies . and to take up broad responsibilities in a culturally diverse community (Shoikova. I know which aspects I need to improve. 2008). so I have a higher motivation to work hard to achieve the goal. Through setting goals in my ePortfolio. by reflecting upon my learning experiences in the last semester. This also allows them a way to see the big picture in terms of their educational requirements. “ePortfolio can enhance my learning by helping me relate what I have learned with my future goals. to visualise the path of their development as a whole person. which can enhance my learning both inside and outside the classroom. ePortfolios have become a way for students to piece together the fragmented nature of their varied activities and courses into a trajectory of their educational and professional development. I have a clear idea of what I want to achieve in my studies. Also.” Jenifer Wing Yee Ho (Year 2.Tips for getting started Templates If I get my students to create a course ePortfolio how will it relate to the rest of their learning? By giving students the tools and the context necessary to construct and reflect upon their self-identity over time.

... To adopt the Using this template means that students are presented with a ready-made structure for their ePortfolio...An undergraduate ePortfolio template PROFILE Personal Details About Me Values & Beliefs Interests & Hobbies SUMMARY Purpose of this Portfolio SHOWCASE Selected Work #1 Selected Work #n My Learning Log QUALIFICATIONS Awards Educational Background Other Co-curricular Activities Work Experience My Goals & Intended Learning Outcomes My Learning Outcomes & Accomplishments Academic studies Year 1 Year 2 Year 3 ... they showcase their best work from their academic courses as well as any co-curricular and extracurricular activities....... access the link below: sites. Language learning My Reading My Writing My Listening My Speaking Exchange programme Internship/ Work experience 2010-11 2011-12 . Community service Other co-/extra-curricular activities Figure 21: The Structure of an Undergraduate ePortfolio Template The above ePortfolio template illustrates how students may develop their ePortfolios throughout their undergraduate Templates 60 .. As students progress through their undergraduate years..

cityu. developed by the CityU ePortfolio project team. The former is an online version with tips and I’ve tried to take part in some meaningful activities. consists of a suite of templates to guide first-to-final year students through university. references and tips for ePortfolio development. 2009-10) BEng (Hons) Electronic and Communication Engineering Roadmap for success The Roadmap for University Success. while the latter can be downloaded for immediate adoption and further Note: The Roadmap for University Success and the template introduced in the previous section use the same generic structure. I found there were not many things to put in my ePortfolio as I seldom joined in activities. Incorporating CityU’s Ideal Graduate Outcomes and emphasising wholeperson development. 61 Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies . the resource-rich templates offer models. Figure 22: Roadmap for University Success www.Tips for getting started “When I started creating my ePortfolio in the foundation year.” Cherry Huanting Huang (Year 1. Since then. which makes my life more colourful and contributes to my whole person development.

grade and/or comments received regarding your participation. The template simultaneously acts as a checklist for attainment of CityU’s desired graduate outcomes. scores. what knowledge and/or skills the work evidences and reflect on it. Evaluation [Award.. self-critical and constructive enough? [Award.] ..... grade and/or comments received regarding your participation. My Work. for example.. what knowledge and/or skills the work evidences and reflect on it. Figure 23: Roadmap for University Success: Showcase Page Roadmap for success 62 ..The Showcase template below. [Link to xxxxx Website] ........] Showcase [Link to xxxxx Website] [Name of activity] [mm/yyyy] [Name of activity] [mm/yyyy] Summarise what this work is. . My Work Date Description & Reflection Summarise what this work is. Is your reflection analytical. as well as links to CityU co-curricular activities and resources for personal and academic development. provides a suggested tabular format for showcasing work and achievements.. . performance and/or work. Scores & Comments from Others”.... You may prefer to adopt the same framework as “Summary. . Showcase & Qualifications” but with different words like “My Achievements.. performance and/or work.. scores......

com/watch?v=0rYj1ZrkhhE Duration 2:22 ePortfolio . As a first step to joining the international ePortfolio community. we would especially like to invite you to join our local online experience sharing network. Other resources will introduce you to the worldwide ePortfolio Duration 1:16 E-Portfolio PowerPoint Duration 4:22 63 Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies .com/watch?v=CpXsEEdDUUQ Duration 4:56 CityU ePortfolio: Experiences crystalised Duration 4:10 Jump start ePortfolios ePortfolio .youtube.Getting started (subtitled) Duration 0:51 CityU ePortfolio: Interview preparation www.Introduction (subtitled) Duration 0:59 CityU ePortfolio: May’s reflective learning www. ePortfolio Duration 1:04 CityU: Love. You might consider showing some of these at different stages of ePortfolio Promos CityU: Magic-touch ePortfolios www. ePortfolio HongKong.Resources Many of the following resources can be used in the classroom to help you promote the concept of Duration 2:40 e-Portfolios Duration 3:18 ePortfolio story www. L@jost: Finding a job with your ePortfolio www.Digital story telling Discovering digital stories Duration 5:06 Maggie’s Norway trip 2007 www.html Duration 2:38 CityU: Reflections of a rock singer Duration 15:00 How to make a world class portfolio presentation Evidence of academic and experiential mastery of Clemson’s core competencies Duration 2:48 e-Portfolio project Duration 4:03 Resources 64 L_EPORTFOLIO_WORKSHOP/Generic-Structure/ Duration 4:06 Developing Graduate Attributes/ Employment ePortfolios Roadmap for university success eportal.

ePortfolios around the world: Some useful websites e-Portfolios ePortfolio LaGuardia Community College The Ohio learning network: ePortfolio resources www.php ePorfolios at Educause learning Initiative and options in higher education eportfolios/ tid/17180?time=1298273732 Wiki resources/ePortfolio AssessingtheFutureEPortfolioTr/163743 ePortfolio gallery & online tutorials City University of Hong Kong EduTech Wiki Educause: e-Portfolios 130 resources JISC e-Portfolios: Key resources 65 Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies issue120/specialaward/ Assessing the future: ePortfolio ePortfolios: Community resource for those interested in ePortfolios and Personal Development Planning (PDP) www.aspx A showcase of award-winning ePortfolios The Hong Kong Polytechnic University ePortfolio @ RMIT www.educause. eportfolios-at-educause-learning-initiative www. report_stage2/index.jsp ePortfolio communities ePortfolio HongKong Diagnostic digital portfolio Alverno College e-Portfolios at Penn State: A Space for Reflection and Growth Penn State University Report community_of_practice European Institute for E-Learning (EIfEL) ePortfolio Community of Practice (JISC funded) cloudworks. Experiential Evidence-Based Learning EPAC Community of Practice Australian ePortfolio Project .com/groups?gid=2604369 Resources 66 .com ePortfolio Commons id=100000256198830 Australian ePortfolio Community of Practice The Association for www.eife-l.Student ePortfolio Queensland University of Technology studenteportfolio.

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Handbook of Research on ePortfolios. USA: Idea Group Reference.

Selected Publications from the ePortfolio Team
Fisher, D., Cheung, H. L., Pickard, V., Chen, Y., Chan, Y.F. & Wong, M.C. (forthcoming). ePortfolios for higher education: A Hong Kong perspective. In Cambridge (ed.), Global Diffusion of EPortfolio: Solutions for Collaborative Education. IGI Global. Zhou, M., Cheung, H. L., Wong, M. C., Chan, Y. F. & Pickard, V. (2010). An evaluation of electronic portfolio platforms in higher education. e-CASE & e-Tech 2010 Conference, 25-27 January, 2010, Macau, China. (Distinguished Paper Award) Cheung, H. L., Fisher, D., Pickard, V. & Chan, Y. F. (2009). Scaffolding student learning: Integrating ePortfolios into the university experience. International Conference on Improving University Teaching (IUT), 14-17 July, 2009, Vancouver, Canada.



EDGE Design and photography: Anthony Wong. EDGE 71 Integrating ePortfolios into Teaching and Learning: 10 CityU Case Studies . ELC Josephine Chen. EN Fiona Siu. IS Terence Cheung. IS Alice Wong. IS Arthur Cheung. SCM Hokling Cheung. BST Tak Yan Lee. EDGE Terrie Cheung. SS Vicky Chan. EDGE Valerie Pickard. BCH Tania Lau. LS Jenny Man. ELC Jackson Kong. MEAO Chung Keung Yip. EDGE Anthony Wong. BST Jackie Lou. EN Connie Ng. EDGE Special thanks to the following CityU teachers and administrators for their contributions to this book: Alice Chik.Acknowledgements The creation of this book was a team effort involving the following people from City University of Hong Kong: Authors and editors: Dean Fisher. EN Ron Kwok. ELC Paul Shin. EDGE Design assistants: Zoie Chow. SA David Woo.

IS Lance Yiu Fai Tsang. IS Chui Ying Poon. we are grateful to the CityU Teaching Excellence Awards (TEA) Committee for funding this project. BST Kafar Kam Fan Wong. G. Acknowledgements 72 . IS Chapman Hon Leung Ho. IS Terry Man Chung Chan. SCM Zihan Wu. EE Brad Hon Wai Law. EN Kong Lam. MEEM Samuel Ting Hin Leung. IS Finally. EE G. CS Jane Yanan Wang. SS Jenifer Wing Yee Ho. MEEM Hau Yan Chau. AC Kenny Ka Chuen Hui. BC Morgan Aasdam. IS Chui Yee Leung. Nawaz Ali. SA Cherry Huanting Huang. Md.We would also like to express our gratitude to all those students who have contributed to this publication: Becky Kit Ling Yuen. MEEM Hiu Kwan Lee.

hk/edge/eportfolio .Published by Office of Education Development and General Education English Language Centre