ePortfolio

from http://academic.sfsu.edu/ar/at/otl/port_think.php
Integrating Learning Theories, "Portfolio Thinking"
The portfolio development process covers the following learning theory stages:
Collection: saving artifacts that represent the day-to-day results of teaching and learning;
Selection: reviewing and evaluating the artifacts saved, and identifying those that demonstrate achievement of specific standards or goals;
Reflection: reflecting on the significance of the artifacts chosen for the portfolio in relationship to specific learning goals;
Projection (or Direction): comparing the reflections to the standards/goals and performance indicators, and setting learning goals for the future;
Presentation: sharing the portfolio with instructors, peers, or potential employers and receiving feedback
(Danielson & Abrutyn, 1997)
To learn more please read, "Demonstrating and Assessing Student Learning with E-Portfolios" , 2005 by George Lorenzo and John Ittelson.:
E-portfolios allow students to demonstrate competencies and reflect upon experiences, documenting academic preparation and career readiness. Creating e-portfolios enables students to enhance their learning by giving them a better understanding of their skills, as well as where and how they need to improve to meet academic and career goals. Additionally, the digital artifacts that students accumulate can be used to assess learning at the course, program, department, and institutional level. This report reviews how selected higher education institutions have implemented assessment e-portfolio systems that demonstrate and assess learning.