During yesterday's Friday Live sponsored by the TLT group, the presentation focused on the work of Washington State University and their work on ePortfolios (official title: Using Outside Experts to Assess Program Outcomes Online; Experiences at Washington State University). Their presentation, and the discussion in the chat, focused on the power of an e-portfolio to document the process of learning, something that I have been emphasizing in many entries recently in this blog.
WSU's ePortfolio contest brought in outside experts to judge student projects, which were documented in these ePortfolios, and there were several comments about the importance of documenting the process as much as the outcomes, normally shown in a poster. Here is another example where keeping a reflective journal is perhaps the most powerful part of the ePortfolio journey, revealing to the learners and their audiences, their construction of knowledge.
WSU uses Microsoft's SharePoint platform to support their students' ePortfolio development, based on a philosophy that they should be learning to use tools that they would use in their professional lives after they leave the university. They also believe that the students should structure their own electronic portfolios. I agree with both of those viewpoints.
The TLT Group has posted a web page on Electronic Portfolios: Formative Evaluation, Planning that provides some valuable insights on planning for planning to implement ePortfolios in a higher education institution.