PCK 4

CREATING
EPORTFOLIO AS A
TECHNOLOGY TOOL
LESSON 3
Quiton, Kelly Danielle D.
Introduction
The 21st century instruction where
independent learning (Distance
Learning) is encouraged, the
documentation of a personal learning
journey is a must. Such documentation
can help the teacher monitor the
process and assess the product of
learning. Doing this requires proper
organizations through a portfolio.
INTENDED LEARNING
OUTCOMES
Explored the use of a platform
such as a google site
Constructed an e-portfolio to
document learning
DISCUSSION
Portfolios are means of keeping things in order. It is a
collection of student work that exhibits students’ efforts,
progress, achievements and competencies gained during
the course
It can look like an album or scrapbook or a filer where the
document and evidences are kept.
Nowadays, online portfolios are used in creating
sites. This is called ePortfolio or digital portfolio. This
can be used as a digital archive that can contain
the same materials as a physical portfolio but can have as
multimedia productions, relevant online links or references,
digital stories or video blogs, powerpoint presentations,
photographs and other ICT materials.
The ePortfolio can be private or can be published and
shared publicly to stakeholders like parents and friends.
Roles of ePortfolio
1. Student ePortfolio can evaluate students’ academic progress. They can inform
the teacher to adapt and use instructional strategies when pieces of evidence indicate
that they are either learning or not. The construction of ePortfolio start from the
beginning and should be an ongoing process. They should not be reviewed only at the
end of the term but navigated around and provided feedback to let the students know
how they are doing.

2. Monitoring students’ progress can be highlighted in a portfolio. It may not only

contain finished products but also several versions on how the students improved their
work based on the feedback provided by mentors. Portfolios can actually determine
whether the students have transferred what they have learned in new projects or other
domains.

3. Portfolios document students’ learning growth. They actually encourage the

students’ sense of accountability for their own learning process. This may lead them to
see that the learning process is theirs and not anybody else’s. This can make learners
reflect from where they have begun to how far they have developed. When they make
decisions on what or what not to include, they get engaged in the process of creating
their own voice in their portfolio.
SAMPLE OF
AN
EPORTFOLIO
CREATING AN ONLINE
PORTFOLIO USING A SITE
STEPS IN CONSTRUCTING AN EPORTFOLIO:
1. Enter your gmail account and look for Sites. If it is the first time
that you have done this, you need to read the directions.

2. You scroll down and read further until you

see the icon for Sites

3. When you click it, it will lead you to another section. This will let
you create a site that you can use as an ePortfolio.

4. Consider a good label or a title for your ePortfolio and

prepare the texts, links, multimedia outputs, images or jpeg
files that you want to upload in the pages of the ePortfolio
PARTS OF AN EPORTFOLIO
Like a book, it has pages or sections. The organization can follow achronological order based on the activities
that you go through or you can have a thematic arrangement. Whatever you choose, it will be a display of
your organizational skills.

Home Page
This first section is the Home or your cover page. This is the first thing that your readers will see. You need to
introduce yourself and the objectives of your ePortfolio. Usually, there are templates available and each
provides sections. You can add personal touches such as images or a change of color themes.

Pages
The pages that you can add depend on how you would like to organize your ePortfolio. What is important is
that you need to construct your ePortfolio at the start of the class. In that way, you can have a fresh start as
you try to be conscious in documenting the activities and learning that goes with each session.
When adding pages, click the icon and decide whether it will be parallel to your Home Page or it will be under
it. Just remember that when you have a template, there are particular ways that 3
the pages have been arranged. So, if you start, it would not be detrimental if you conform to the
template.
PARTS OF AN
EPORTFOLIO
Reflections
A major element in a portfolio whether it
is online or not, is the writing of the
reflections. It is thinking-aloud, a way of
documenting what they are thinking.
How students are processing the input
and the applications of what they have
learned into an activity or a project that
needs to be captured. With the pencil-
and-paper test, the chance to get a piece
of their insights or realizations may be
nil/null unless the teacher requires them
to do so. However, with the portfolio,
they can show the process of their work.
This can be easily monitored.
 Description

SIX STAGES OF This initial phase in writing a reflection is very simple since
you just need to describe the activity or the experience to the

GIBB’S reader. You can write a little about the background on what
you are reflecting about by including relevant and to-the-
point details
REFLECTIVE Feelings

CYCLE Learners are involved in learning in an activity or perhaps a

lesson can trigger certain feelings. So at this point, you can
consider and think about how you feel at the time when you
were doing the activity or having the experience. You need to
discuss your emotions honestly about the experience but not
to forget that his is part of an academic discourse.

Evaluation
When evaluating, discuss how well you think the activity
went. Recall how you reacted to the task or situation and how
others reacted. Was the experience a pleasant one or
otherwise? This is also a possible part where you can
incorporate related readings of other author’s principles or
theories.
SIX STAGES OF
GIBB’S Analysis
This part of the write up includes your analysis of what

REFLECTIVE worked well and what have facilitated it or what may

have hindered it. You can also discuss related literature

CYCLE
that may have brought about your experience.

Conclusion
Now, you can write what you have learned from the
experience or what you could have done. If your
experience is a good one, you can probably discuss how it
can be endured or how you will further enhance a
positive outcomes. On the other hand, if the experience is
frustrating eliciting other negative feelings, perhaps, you
can discuss how those can be avoided in happening as
this leads to the next step – Action Plan
SIX STAGES OF Action Plan
GIBB’S At the end of your reflection, you write what action you
need to take so that you will improve the next time such
REFLECTIVE as consult an expert for some advice or read a book that
will provide answers to your queries. You make plans on
CYCLE how you can address what went wrong so that you can
take the right step to succeed in achieving the task. If you
did well and feel good about it, then you can plan out how
you can further enhance a good work. When showing
examples of your work, you can upload word file, excel
data, pictures jpeg or pdf files, powerpoint presentations
among others but, a brief description explains the reason
why the file in uploaded has to be written. This will guide
the readers as you also reflect on how relevant or
significant the material is to you.
Administering the
ePortfolio
Before publishing your ePortfolio for the world to see your
work, you can control who can see your work
The icon for sharing the site can be managed by entering
the email address of the person with whom you want to
share it.
Assessing an ePortfolio using
a Rubric
Evaluating an ePortfolio using a rubric, is a consistent application
of learning expectations, learning outcomes or standards.
It should tell the students the link between learning or what will
be taught and the assessment or what will be evaluated.
Rubrics are simple and easy to understand. The items in the rubric should
be mutually exclusive
Students can see connections between learning (what will be taught) and
assessment (what will be evaluated) by making the feedback they
receive from teachers clearer, more detailed, and more useful in terms of
identifying and communicating what students have learned or what they
may still need to learn.
RUBRICS FOR EPORTFOLIO
RUBRICS FOR EPORTFOLIO
RUBRICS FOR EPORTFOLIO
 THANK YOU
FOR LISTENING!