Browsing Catalan translation

18.

It is easy to share and comment on pages with peers, tutors, lecturers and other ePortfolio account holders outside the university (3) (4) (6);

19.

The journal tool provides an opportunity to reflect on the learning that is evidenced by the artefacts displayed on the page (5);

20.

The range of artefacts including reflection on evidence of learning can show progression in learning over a longer period of time and more comprehensively than a single assignment (1);

21.

Different pages can be contextualised for different purposes, e.g. practicum report cf. human development assignment (2).

22.

Assignment types that suit an ePortfolio

23.

Using an ePortfolio simply as a way for students to create a library collection of single large assignment files is a very basic use of this versatile tool which does not take advantage of the capabilities of the software.

24.

Single task large assignments (e.g. essays) may be required as part of an assessment requirement for a paper, but generally speaking are less suitable for ePortfolio use. They will be more easily processed using the assignment dropbox of a learning management system or some other submission process which can include integrated plagiarism checking.

25.

To take advantage of the strengths of an ePortfolio, consider designing assignments which incorporate some of the following elements:

26.

Multiple resources of rich digital media (e.g. audio, video, graphic, text) that the student can assemble and comment on;

27.

Rubrics used to assess across a range of criteria;