At Waterloo's 2014 ePortfolio Day, four instructors gave presentations on how they use ePortfolios in their courses. Videos of their sessions are available below.
Other examples of ePortfolio practice at Waterloo
Nancy Waite and Heather Chase: School of Pharmacy (Co-op program)
- Patient Care
- Professional Collaboration and Teamwork
- Ethical, legal and professional responsibilities
- Drug, Therapeutic and Practice Information
- Communication and Education
- Drug Distribution
- Management Knowledge and Skills
Kate Willink: Speech Communication 491 (Intercultural Communication)
- Inspired Insights: where the student shows how he has been able to use the course content, discussions and readings in the community or workplace;
- Magnificent Failures: where the student shows work she considers experimental, tentative, and “substandard.” and considers how she learned from “mistakes” and “failures”.
- Unanticipated Connections: in this area, each student describes significant insights from the class that go well beyond the scope and intention of the syllabus. These unanticipated connections bridge academic knowledge with life experiences, making the work personally relevant and meaningful.
Robert Sproule: School of Accounting and Finance
Tracy Penny Light. Sexuality, Marriage, & Family Studies 310 (Sexual Ethics)
This course examines social relationships and structures that support sexual identities and generate issues related to sexual behaviour, attitudes, and values at the individual and group level. Students are exposed to a variety of critical theoretical approaches to sexual ethics. Through their ePortfolios, students document their ability to think critically and to analyze a variety of texts, lectures, readings, personal research and in-class discussions dealing with sexual ethics. The creation of the e-portfolio is, in essence, a reflective activity that encourages students to integrate their knowledge of the course materials with those of other courses as well as learning experiences they have had in the workplace and community. Students collect materials throughout the term, and select those artefacts which they feel best showcases their learning and their statement of their personal ethical perspective.
Students may choose to include their own reflections on course concepts, their concept maps of connections between course concepts, their group research project and the précis assignments. As well, students may include artefacts from other learning contexts (i.e. other courses, workplace, community) which indicate how learning that has taken place in Sexuality, marriage, and family studies (SMF) 310 can be transferred or used after the course is over. In addition, students are encouraged to consider how their own personal histories impact their ethical perspective. The e-portfolio is a culminating activity and is worth 20% of their grade.
Doris Jakobsh. Religious Studies 495 (The Living Traditions of India)
In the fall of 2010, students travelled to India for a three month course with their Professor, Doris Jakobsh. During their travels, the students were required to complete daily journals and weekly reflections in their e-portfolios, read an assigned book each week, and participate in group discussions. A month after they returned, they were required to submit a synthesis of their learning by revisiting journal and ePortfolio entries and reviewing artifacts from their trip. The course was very much about the very real and very heartfelt experiences which were examined through the lenses of the self, the self within the group, the self as "the other", and the self as a "stranger in a strange land".
The daily journaling and ePortfolio, which constituted the largest component of the course activities, were an important means through which the students explored the various facets of their learning which took place throughout the trip. The design of the ePortfolio reflected the goals, aspirations and potential of the journey.
The students began and ended their trip by defining what the following four headings meant to them. Each heading was examined through three foci: Me, The Group and India. These headings and metaphors helped structure the weekly e-portfolio reflections and the final reflection on learning that had taken place during the trip.
- Inspired Insights. Metaphor: "You cannot travel on the path until you have become the Path itself. " -- Buddha
- Magnificent Failures. Metaphor: "Not until we are lost do we begin to understand ourselves." -- Thoreau
- Unanticipated Connections. Metaphor: "All are caught in an inescapable network of mutuality, tied in a single garment of destiny…I can never be what I ought to be until you are what you ought to be until I am what I ought to be. This is the inter-related structure of reality." -- Martin Luther King
- Ahhh-sumptions. Metaphor: "We don’t see things are they are, we see them as we are." -- Anais Nin