RAPPORT, Volume 2, Issue 1 RAPPORT Issue 1 version4FINALSO - Page 4

RAPPORT WWW.RECORDINGACHIEVEMENT.AC.UK Issue 1 (2017) The International Journal for Recording Achievement, Planning and Portfolios Eportfolio is a Big Word: The Meta Cognitive Space of Eportfolio A personal perspective Trent Batson, AAEEBL During 15 years of working within the eportfolio community – at the University of Rhode Island, on the Board of the Mellon Foundation-funded Open Source Portfolio Initiative (OSP became part of Sakai), and then founder and president of The Association for Authentic, Experiential and Evidence -Based Learning from 2009 to 2016 – and, as I wrote dozens of published articles about eportfolio and numerous “Batson Blogs” for AAEEBL during those same years – I have reviewed my own view of “eportfolio” constantly. I evolved in my own thinking about eportfolio from first seeing it primarily as a technology application that elicits good practices for student development to now seeing eportfolio (the technology AND the theory) as a direction-setter for how information technology in higher education, used perceptively, can re-form HE globally. Eportfolio, as it is being best used as a high-impact practice, is a learning-design model for the current era. The Many Understandings of “Eportfolio” I have boiled down this evolution in my thinking to this question: Is “eportfolio” a small or big word? Does it refer to one specific function within higher education or does it apply across a spectrum of uses? Or is it even a bigger word than that? • The term “eportfolio” to many in global higher education may mean assessment at the course level. It therefore might suggest using eportfolio technology to collect student assignments in one place, digitally, making the job of reviewing student work easier. • To others, “eportfolio” may mean a web site that can help a student get a job through showcasing the student’s record of achievement. • Or, it may mean a way to track student progress toward learning outcomes for institutional purposes (in the U. S., this use is in response to the “accountability” movement). • To others, “eportfolio” is a way to enrich advising. • And, to others, “eportfolio” means using the eportfolio “space” to improve learning. The classic trope of the many views of