My learnings so far....

First of all, I'm using my tablet to write this post. It's fantastic! 

So far, I have found that a lot of the basic concepts on which the development of portfolios is based are reasons why I became an educator. Especially the "heart and soul of the portfolio", the reflection element. As educators, we must focus on facilitating our pupils with the skills and tools that will help them grow, both in their personal and academic levels.  Developing critical thinking abilities is one of the most important tasks we, as human beings, must do, and by reflecting on our learning process - and according to Peter Pappas model - we carry out advanced cognitive operations, like applying, analyzing, evaluating, etc.

I also liked the concept of "digital footprint", which I relate to "carbon footprint" since both are linked to one's legacy, what we would like to share with our community in terms of doing good. I think, that, although it is related to social networking, it has a more transcendent characteristic.

Not only have I learned about the conceptual foundations of e-portfolios, but also technological tools to   help my students and I to construct a story of how we become people who have a clear purpose in life. I have put in practice some of the basic tasks for using Google Drive, but I know that I have to be one step ahead my pupils in order to recommend, suggest or advice them adequately when planning their own portfolios. 

Lesson 3 - Collection

This lesson had an overwhelming amount of information regarding the Web 2.0 tools - that are available for free (or for a little fee) - that can be used to create an e-portfolio, for both "faces" (workspace and showcase).

I learned that Google Drive, formerly Google Docs (I didn't know that), is not at all difficult to use; it is quite friendly, actually. I'm concerned, however, about having time to explain to my students how its different components work. Of course, they are really technological savvy, so I just have to come up with an entertaining way to do this. I have been using Dropbox lately as a storage service, and it has been very useful; it gives me 30 GB of storage; I have it in each of my mobile devices, so I'm a happy camper. However, it does not have the other functions Google Drive offers, like creating all sorts of files.

Also interesting was not only to learn about how to create the e-portfolio using a Cloud storage service, but how to use mobile devices (really mobile, like smartphones, tablets, etc.) for each step of the process.

In the end, we have to plan very carefully before committing to one or another resource or tool. The planning is time-consuming.

Lesson Two: the two faces of ePortfolios

In this lesson, we first reviewed the definition of e-portfolios: what their components and major characteristics are. I learned about the different approaches in the creation of e-portfolios; basically, there are two types of implementation linked to their specific pu
rposes: as workspace and as showcase. The most important element of a portfolio is the reflection on the evidence because that is where the students focus - objectively - on their own academic or personal growth, which derives on the setting of goals.

As stated before, there are two faces of e-portfolio: as a process and as a product. Both are tools for achieving self-awareness, both provide a direction for the creator, both create a sense of ownership. They also take advantage of the technological tools like software packages or online tools. For the process, there are blogs, social networking, wikis. The selection of the design - expressive or structured - impacts on the intrinsic motivation and attitude towards the development of an e-portfolio. This is where social networking becomes crucial providing the engagement factor in the process. They also allow students to fine tune their technological skills; however, educators should be able to provide a pedagogical ground for the use of social networks as part of the development of a learning portfolio.

E-portfolios + Social Networking + Technology. Those three concepts intertwine in the development of portfolios as learning tools. As an individual production, students collect their artifacts, select those that they consider more relevant to their learning process, reflect on it, set goals or objectives; at a collaborative  stance, they present their product. In every step of the process, technology gives the student tools to tell their story and social network allows them to engage in a "learning conversation".

 The "heart and soul" of the portfolio, the reflection stage is where students learn about themselves: what they have improved, what they need to work on, how they learn, what they have learned, how they work with others and what they can give others.  

Whether the e-portfolio is seen as a learning tool or a showcase of achievements, it should enhance the values of responsibility, autonomy, self-awareness and critical thinking. As educators, we must look for and provide the environment for those values to develop; we must be prepared to meet our students' expectations in terms of the relevance of what we teach. The learning experience, though impacts more directly on an individual's long-term pursue of "knowing thyself", should become a collaborative effort, a sharing of passion, a way to put what we are good at or proud of to the service of others.

Lesson One

Simon Sinek's talk on TED is about the people or organizations that inspire others; he argues that success (in any type of field) is achieved by those who are driven by what they believe, what inspires them. The three questions that should be answered whenever one takes on any enterprise are "what", "how" and "why". The most important answer, the one that should be the foundation of your actions, is "why".

In order to implement and use ePortfolios, it is necessary first to understand that a portfolio is a collection of work that can be fashioned in different ways to fulfill specific purposes. This answers the "what". Why does someone create a portfolio? Dr. Barret states that people do portfolios as a way to reflect (metacognition) about what people do, as a means to self-regulate their learning (by planning how to achieve goals, doing and reflecting) so that later on, people can apply what they have found out or learned. A portfolio's core characteristic is that it enriches one's personal development, since its elements are all aimed at acquiring deep learning about oneself, one's own identity.  How does someone create a portfolio? By sharing with others (depending, again, on the purpose) what one does. This is where social networks and ePortfolios intersect: in the sharing. Though their purpose and motivation may differ, both showcase one's identity.

The challenge of engaging students in their own learning process via portfolio, may very well be the biggest obstacle for instructors or teachers, but social networks might be the key to overcome that obstacle and make them eager participants in "conversations about learning".