1. Presentation of Woodward
& Nanlohy's paper of
"Digital portfolios: fact or
fashion?"
by Dongyi Guo
E-assessment 2013 vår
IKT-sl. Hioa

2. Main focus of Digital
portfolios in this chapter
● Focus on the value of digital portfolios
through a project conducted with
undergraduate students.
● Similarities and differences between paper-
based and digital portfolios
● Unique learning opportunities offered by
digital portfolios
● To understand and make the digital
portfolios towards becoming a fact, but not
just a fashion

3. Main Issues focued within
the research 1
● to investigate the range of multimedia
authoring strategies available to support the
development of student portfolios
● to develop strategies to increase students’
understanding of the potential of ICTs and
hypermedia through digital portfolio
development
● to assess the student learning that occurs
during the process of developing a personal
digital portfolios

4. Main Issues focued within
the research 2
● to establish a process for the development of
digital student portfolios that make
appropriate use of the available technologies
and that sustains the current principles
employed in developing paper-based
portfolios.n

5. The value of digital portfolios
● Not just a better and alternative storage
systems for portfolios
● As a worthwhile learning experiences at both
a personal and technological level
● As a tool to learn about technology
● The development of digital portfolios refined
the students’ thinking and constantly
challenged their beliefs and their learning.

6. Similarities between paper-based and
digital portfolio
● Components such as standards or criteria,
reflections and artefacts were common
● Emphasis of the needs or requirements from
possible audiences
● Portfolios should attract the audience's
attention.
● Both need to be developed within a carefully
designed framework

7. Features of digital portfolio what are
different from paper-based portfolio
● Ownership of portfolio
○ digital portfolio processes increase student
ownership of their portfolio
○ Woodward rationalizes that all authors of any type
of portfolio should establish ownership
● Ability to create hypermedia texts.
○ emphasize of understanding relationship between
authors and audiences of hypermedia texts.
● Offer choices for audiences to explore within
different informations supplied by author.
● Create a supportive learning community

8. Opportunities offered by
Digital Portfolios 1
● The most important purpose of using
multimedia portfolio is to promote learning
among both student and teachers.
● Information and Communication
Technologies (ICTs) allows students to make
selections from the materials supplied by
teachers or the other students.
● Students could get more efficient support
from both their teachers or the other peer
support during the whole semester.

9. Opportunities offered by
Digital Portfolios 2
● The interactivity, the flexibility in use of
navigation and screen layout, that
hypermedia supports changed the
relationship between students and teachers
● It provides the students with greater insight
in the achievement and successes of the
teachers due to the variety of data sources
that could be included.
● Students can determine her or his own path
for exploration and unplanned and
unintended learning outcomes.

10. Opportunities offered by
Digital Portfolios 3
● Assist students' learning by increasing
motivation and allowing publication of their
work in ways that resulted in greater self-
confidence
● Reflection and discussion about the artefacts
● chosen by portfolio authors also added to
their value as learning support
● Students can determine her or his own path
for exploration and unplanned and
unintended learning outcomes.

11. Opportunities offered by
Digital Portfolios 4
● Support learners thinking and organizing
their ideas and working processes in a way
that also greatly assisted them in the
presentation process.
● More of the available interactivity is
designed into the portfolios, better
communication of the student author's idea
is possible.

12. Discussion 1
● How the complexity of digital portfolios impact
the use of interactivity?
● How the navigated presentations and non-
navigated presentations affect the use of
interactivity.
● Timing of making and using digital portfolios is
considered as crucial in the research by
analysing. So how to make a better timeplan for
learners if they have got different level of using
digital portfolios?

13. Discussion 2
● Within this research, it analyses that students
still need more learning of the new techniques
for using and making digital portfolios into a
more meaningful document. But a part of
today's learners and our future learners are
grown up with these new techniques, so will it
still be challengeable for them to learn using
digital portfolios or maybe they will conduct
these tools by their own way? If future students
don't need a plenty of courses to teach them
how to use a digital tool, what should the
tutoring focuses?

14. Discussion 3
● Within this paper, it emphasizes also to focus on
learning, but not on the digital portfolios
technique itself. But when a new technique
comes out, researchers will usually devote
plenty time to exercise this new tool for
applying it in their research field. But how to get
balance between focus on the technique itself
and using of the technique for a research
purpose. Because it is easy for ones to lose
themselves while they become fascinated with
something new, and just forget their original
purpose.

15. Discussion 4
● By the research, it emphasized that developing a
digital portfolios should focus on both authors'
and audiences' needs and learning outcomes
and the use of interactivity through exploration
of informations. So, have you any other
suggestions for a carefully designed framework
for developing a digital portfolios?