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Webinar: e-Portfolios in the classroom

Yesterday James Rea and Jacqui Innes presented a dynamic webinar on e-Portfolios in the classroom at Russell Street School. This is a school that has a culture of learning,  focused on growing e-learning capability. 

During the webinar, both James and Jacqui cleverly maneuvered the presentation, so that participants were able to ask questions about the e-Portfolio processes, platforms, pitfalls and more. In summary:


The purpose for electronic portfolios has been clear from the onset, to:

  • document capability and achievement and articulate the process of learning
  • communicate in real time - amongst peers, teachers, parents
  • encourage student choice and student voice with dynamic artifacts
  • be used during student led conferences with parents

Students are encouraged to reflect more deeply by:

  • using reflective thinking tools and strategies – as a disposition for learning
  • goal setting, co-constructed rubrics and success criteria for learning, commenting
  • modeling appropriate behaviors online
  • meeting regularly with blog buddies/learning partners for peer review

What does this look like?

James and Jacqui demonstrated how the e-portfolios have been created in Edublogs and explained how iGoogle is used (as a sort of dashboard) to monitor feeds. Within the Edublogs space, alternative forms of sharing artifacts is encouraged - such as images, video, text. These are set up to be safe, open and collaborative, where comments are set to ‘moderate’ to manage unwanted spam.

Copyright and digital citizenship practices are made clear and adhered to – where students are encouraged to draw their own images or email producers and artists asking for permission to use (which is nearly always given by the copyright owners). Clever use of the tools such as tagging, means that children’s names in class blogs, can be used specifically, in student-led conferences.

Barriers and benefits

The benefits to learning 'out way' the barriers (storage space. data caps, finances, time to manage and monitor). These include:

  • students becoming aware of themselves and others as learners
  • developing competencies and digital citizenship
  • anytime, anywhere – not just 9 to 3 education
  • being part of a wider community online – where a variety of people contributing to the learning
  • on-going and comparable progress of learning

This is sustained through well planned, deliberate strategies to support teachers with the e-Portfolio process. This aligns well with the aspirational statements in e-Learning Planning Framework about assessment that reads,  


TEACHER CAPABILITY: Technologies are assimilated as part of evidence-based inquiry, providing ubiquitous access to learning, to engage wh#nau/family and connect to wider networks.

IMPACT: Students use technologies appropriately, in a continuous cycle, to support the way they set their learning goals, manage life-long portfolios and work towards becoming self-regulated learners.


For more detailed information, view the presentation embedded below or watch the webinar recording.




For support documentation, go to /file/tagged/118255/ZS1wb3J0Zm9saW9z