This presentation was created for my final project for CMU Off-Campus&Online EdTech program (EDU707) earlier this spring. The presentation is a snapshot of a 10-page research paper completed on February 15, 2013. I welcome your feedback. Thank you!

1. Prepared by: RZP February, 2013
Prepared for: EDU707 CMU
ePortfolio Research
Photo: courtesy of RZP / Images: courtesy of Clip Art
•Table of Contents
•Europe then and now
•U.S.A. then / next / now
•Canada ePEARL / ePEARL-POP
•Rita’s class / status quo
•Resources used
This presentation has been made possible thanks to: online resources and academic journals,
Edutopia article, Blog and Twitter suggestions by colleagues in the industry and EDU707

2. Prepared by: RZP February, 2013
Prepared for: EDU707 CMU
ePortfolio
Photo: courtesy of RZP / Images: courtesy of Clip Art
•Brief background
•Research findings
•Applications
•Pros and cons
•Links with example
This presentation has been made possible thanks to: online resources and academic journals,
Edutopia article, Blog and Twitter suggestions by colleagues in the industry and EDU707

3. From disks And DVDs To Internet
Background
Images: courtesy of Clip Art
Europe
U.S.A.
Canada
Rita’s class
From pen and paper
Portable Learning
To Laptops
To Cell phones

4. passport
EUROPE
biography
ELP dossier
Three-ring binder
 Resource: European Learning Portfolio (ELP)
 Definition: personal document to record learning
 Background: since 1990 (pilot 1998-2000)
 Application: ownership of learning, strategy, goals
 Pros: promote autonomous learning, motivate
 Cons: get lost, occupy space, become obsolete
 Link: http://www.teachingenglish.org.uk/articles/portfolios-elt

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EUROPE D oss
ELP
ier
Online
 Resource: eELP Project LOLIPOP
 Definition: Language Online Portfolio Project
 Background: since 2004 to comply with 21st century
 Application: enhance intercultural dimension
 Pros: promote interactive language learning
 Cons: require adjustment of current framework
 Link: http://lolipop-portfolio.eu/

6. UNITED STATES
 Resource: Global Language Portfolio (GLP)
 Definition: electronic document to record learning
 Background: modeled after the ELP (~2008)
 Application: communication in the real world
 Pros: improve foreign language education
 Cons: based on the European framework
 Link: http://glp.elenes.com/index.html

7. UNITED STATES
 Resource: LinguaFolio
 Definition: Online Portfolio Assessment Tool
 Background: adaptation of the ELP (~2008)
 Application: assessment in a second language
 Pros: improve language teaching and learning
 Cons: combination of European / American scale
 Link:
http://casls.uoregon.edu/pages/tools/linguafolio.php
Pilot: Mar-Aug. 2009
Revision: Fall 2009
Further developments: ongoing

8. CANADA
 Resource: ePEARL
 Definition: Electronic Portfolio Encouraging Active Reflective
Learning
 Background: research project at Concordia University
 Application: support active self-regulated learning
 Pros: positive impact on student achievement
 Cons: specific to Quebec education system
 Link: http://cjlt.csj.ualberta.ca/index.php/cjlt/article/view/94/88

9. CANADA
 Resource: ePEARL - POP
 Definition: Personal Orientation Project/Community of Practice
 Background: supported by new upgrade of ePEARL
 Application: support active self-regulated learning
 Pros: ownership of one’s own language learning
 Cons: specific to bilingual language studies in Quebec
 Link: http://www.learnquebec.ca/en/content/curriculum/career_dev/pop/POP_epearl.html

10. UNITED STATES
 Resource: LFO to Go
 Definition: LinguaFolio Online Accounts on the Go
Background: adaptation for mobile learning
 Application: evidence of learning anytime/anywhere
 Pros: interact with their learning ‘on the go’
 Cons: trial version – results of field test unavailable
 Link:
http://casls.uoregon.edu/pages/tools/linguafolio.php

11. RITA’S CLASS From paper binders
 Proposal: resource tailored to AEAL
 Rationale: for goal setting / self-regulation
 Application: create, correct, publish content
 Pros: interact, self-correct, set goals
 Cons: 1st learn technology / 2nd learn with it
 Example: http://rita4aealeportfolio.wikispaces.com/ (pswd req’d)
To multimedia binders

12. STATUS QUO
 Research paper: submitted to administration
 Dialogue: initiated with funders, colleagues*
 Pros: creation of partnerships to launch ePortfolios
 Cons: compromise, delays, difference of opinion
 Example: Rita4OnlineTools4AEAL *
 Goal: launch trial version in March 2013

13. Resources
Centre for Canadian Language Benchmarks (2012) http://www.language.ca/
Retrieved January 19, 2013 from http://www.language.ca/cclb_files/doc_viewer_dex.asp?doc_id=974&page_id=254
Chang, Y. Wu, C.; Ku, H. (2005).The Introduction of Electronic Portfolios to Teach and Assess English as a Foreign Language in Taiwan. TechTrends: Linking
Research & Practice to Improve Learning. ERIC (ProQuest), 49 (1), 30-35. (http://tinyurl.com/addknsx)
Retrieved January 23, 2013 from
http://imet.csus.edu/imet7/margolis/283/16312720.pdf
Cummins, P. & Davesne, C. (2009). Using Electronic Portfolios for Second Language Assessment. The Modern Language Journal, 93 (1), 848-867 (20).(
http://tinyurl.com/ajhxvq4)
Retrieved January 21, 2013 from http://www.ingentaconnect.com/search/article?option1=tka&value1=electronic+portfolios&pageSize=10&index=6
Hiles, H. (2013). Five Ways to Use Online Portfolios in the Classroom/ Edutopia
Retrieved January 22, 2013 from
http://www.edutopia.org/blog/use-online-portfolios-in-classroom-heather-hiles
Kocoglu, Z. (2008). Turkish EFL Student Teachers' Perceptions on the Role of Electronic Portfolios in Their Professional Development. Turkish Online Journal of
Educational Technology - TOJET7. ERIC (ProQuest) (3:9). (http://tinyurl.com/amfn7ux)
Prensky, M. (2001). Digital Natives, Digital Immigrants: a New Way To Look At Ourselves and Our Kids On the Horizon, MCB University Press (vol. 9 no. 5)
http://www.marcprensky.com/writing/prensky%20-%20digital%20natives,%20digital%20immigrants%20-%20part1.pdf
Richardson, W. (2010). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms California: Corwin
Teaching English: Portfolios in ELT (2010)
Retrieved January 20, 2013 from
http://www.teachingenglish.org.uk/articles/portfolios-elt
Thang, S.M., Lee, Y.S., Zulkifli, N.F. (2012). The Role of the Electronic Portfolio in Enhancing Information and Communication Technology and English Language
Skills: The Voices of Six Malaysian Undergraduates. Computer Assisted Language Learning Journal: Routledge (25:3, pp. 277-293) (http://tinyurl.com/aag4fvl)
The Theoretical Framework (companion document to the Canadian Language Benchmarks)
Retrieved January 19, 2013 from
http://www.language.ca/display_page.asp?page_id=257
Wade, A., Abrami, P., & Sclater, J. (2005). An Electronic Portfolio to Support Learning. Canadian Journal Of Learning And Technology / La Revue Canadienne De
L’Apprentissage Et De La Technologie, 31(3).
Retrieved January 23, 2013 from
http://cjlt.csj.ualberta.ca/index.php/cjlt/article/view/94/88

14. Prepared by: RZP February, 2013
Prepared for: EDU707 CMU
ePortfolio
Photo: courtesy of RZP / Images: courtesy of Clip Art
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n k y
T ha
This presentation has been made possible thanks to: online resources and academic journals,
Edutopia article, Blog and Twitter suggestions by colleagues in the industry and EDU707