What I learned from evaluating other eportfolios

I evaluated about 9 eportfolios, 6 were from colleagues, and 3 were from academic professionals. Each one was unique but I found that their portfolios fell in two categories: eportfolios made exclusively for their innovation plan or one that would be used for their entire careers. A lot could be said about the person after finding this pattern

As an educator, I have noticed that starting any major project requires very clear goal-setting and a good plan. If we are to ask our students to use eportofolios to express themselves, I would suggest having students state their purpose, declare who they are writing for (and stick to it), and really think about the impression and understanding they want the audience to have. When providing my colleagues with feedback, I tried pretending that I was an administrator who was trying to select the best plan for my imaginary school. I realized that the work was solid, but not necessarily a promising cohesive package. I realized that I had some work to do. I quickly returned to my home page and made it an introduction or cover page that could convince my audience that I am serious, passionate, and have a solid, well-thought-out plan. I, at least, have always known that I wanted my audience to be teachers and administrators. I wanted teachers to see that I want to be an academic technology coach and I wanted administrators to know that I am capable of designing, researching, and implementing a well-researched plan.

Overall, I believe in the strength of an eportfolio. I am, after all, here late at night, at the last stretch of my degree, being asked to reassess and evaluate my thoughts, ideas, and work. This eportfolio is effectively making me synthesize information about my ideas again and again. I guess they do work.