E-portfolio Project


Electronic portfolio or e-portfolios have the potential to enhance teaching, learning, and assessment practices. E-portfolio is used for a variety of purposes, such as for documenting learning and growth over time, for assessment, and for career planning. It has the potential to change the nature of learning environments and the ways in which student learning is promoted through different modes of learning.

This report analyze the process in creating an e-portfolio, reviews a number of issues and challenges associated with e-portfolios, and explore the effective use of e-portfolios for assessment.

E-portfolio Development

From an instructional design point of view, I used the ADDIE model that I learned from Principles and Practices of Instructional Design in the 1st semester. The ADDIE model in e-portfolio development includes the following steps:

  • Analyze/Decide
  • Design/Plan
  • Develop
  • Implement
  • Evaluate

Stage 1: Analyze /Decide

In this stage, I analyzed what is the purpose of creating the e-portfolio. Because the purpose and goals of an e-portfolio will determine the content, the creation process, and the evaluation, it is important to have a purpose as guidance from the start.

I decided to showcase my experience in Learning Communities and Social Pedagogical Network course from the 2nd semester, as I had great learning experience from this course. At first, it was very difficult for me to learn about existing and new learning theories, but started to enjoy the course as it progressed.

Purpose: This e-portfolio will showcase evidence to reflect my understanding and mastery on the Learning Communities and Social Pedagogical Network course.

Stage 2: Design/Plan

In the second stage, I focused organizing or designing the presentation. Instead of using blog site, I used Mahara, a fully featured web application to build my e-portfolio.

Stage 3: Develop

In third stage, I have to select the specific artifacts to demonstrate achieving the portfolio goals. Therefore, I need to have a set of questions that will guide my e-portfolio development. The following are some guiding questions I used in selecting my artifacts:

  • What is my most successful lesson, as measured by grade?
  • What is my most satisfying lesson, as measured by my gut feeling, or lesson that went smoothly as planned?
  • What is my most difficult lesson?

I choose the 2nd assignment as my most successful lesson, the 3rd assignment as my most satisfying lesson, and the 1st assignment as my most difficult lesson. To achieve the purpose of this e-portfolio, I included written reflective statements for each lesson.

Stage 4: Implement and Evaluate

In this stage, the e-portfolio is ready to be presented to the intended audience. My e-portfolio is available at http://bit.ly/13Vde64. I also provided room for feedback in my e-portfolio to enable the audience evaluate the effectiveness in light of its purpose and the assessment context.

Issues and Challenges

A number of issues and challenges encountered while I was developing the e-portfolio were as follows:

  1. To blog or not to blog. I was a bit confused when choosing the right web application to house the e-portfolio. From the start of my MIDT program, I have already collected my work/assignments in my blog. When it comes to showcase only a few sample of it, then I realize I have to do something else. Then, I remembered my last year experience when I visited HKIEd and attended a workshop on developing e-portfolio. I went on working my e-portfolio on Mahara, and link all the artifacts to the blog.
  2. Build then report, or the other way around? When analyzing what e-portfolio is all about, I got carried away and ended up writing a report before even start to build my e-portfolio. But then I realize, the right way to do it is to have a model as a guide, plan the e-portfolio, build the e-portfolio by adding up artifacts into it, take a look what it looks like and does it feels right, and lastly write what have gone through in a form of a report. It got me days wandering around to find the right path though.
  3. What is the purpose of my e-portfolio? There so many types of e-portfolios according to its function, e.g. assessment, showcase, development, and reflective. So many, I do not know which one to choose. After doing some reading and examining the artifacts, I decided to go with reflective portfolio. I choose this type because it suits perfectly with the purpose. I want to reflect the competences I should master using organized artifacts.

After overcoming the issues and challenges, I finally found the right track to develop my e-portfolio. This learning experience is surely the one that liked the most during my MIDT program.

E-portfolio as an Assessment

Assessing an individual requires first understanding the definition of “assessment,” which is distinct from “evaluation.” The word “assess” derives from the Latin assidere, which means “to sit down to,” or “beside” the learner. I believe that this position—next to, not in front of—is key to understanding that individual’s abilities. Assessment is an interactive process of sitting beside the learner to gather authentic and meaningful information for improving student learning, instructional practice, and educational options.

What distinguishes e-portfolio from other methods of assessment is that e-portfolio can foster reflective learning. The process of reflection is crucial to higher order learning, deeper understanding, and applying theory to practice.

Reflection helps learners to:

  • Recall the purpose and goal of the assignment
  • Assess their own work based on those goals
  • Set specific new learning goals for themselves
  • Personalize their own learning experiences and take ownership for their learning
  • Examine critically what they have done, how they have done it, and what they have learned
  • Look back on their learning, make connections to their prior methodologies, and anticipate their next steps

“When instructors read their students’ reflections, they open a window into the learners’ minds as well as into their own teaching.”


Barrett, H. (2000). Create your own electronic portfolio (using off-the-shelf software). Learning and Leading with Technology.
Boggan, M. & Harper, S. (2011). Creation of electronic portfolios in an educational leadership cohort. Journal of Case Studies in Education 1(1), 58-62.
Boston University (n.d.). ePortfolio as an assessment tool.
Lorenzo, G. & Ittelson, J. (2005). An overview of e-portfolios. Boulder, CO: Educause Learning Initiative.

Measuring the Intellectual Capital of a University

Intellectual capital has become a major driver for competitive advantage, not only for business but for universities and other service industries. Universities are major players in the knowledge producing and innovation systems. As knowledge producers, universities face the challenges of globalization, and the financial resources needed to maintain its competitive advantages.

In Indonesia, Universitas Siswa Bangsa Internasional (USBI) is a newly established university with perspectives. High competitive pressure from larger and older universities creates the need to seek competitive advantages. Intellectual capital of USBI can serve as one of them.

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Designing a Social Pedagogical Network Site


Multimedia Production (MP) course is aimed to discuss and explore how new and emerging technologies can facilitate teaching both inside and outside the classroom. At the end of this course, students will built up the necessary conceptual and practical understanding and skills of the topics required to use, design and develop rich digital resources. One of the ways of delivering the course is by using the advancement of information and communication technology in the form of e-learning.

Online learning or e-learning is different from through reading manuals, watching videos, researching on the web or participating in instructor-led lecture. That means it should be designed differently to help ensure it is a successful part of a course.

This paper focuses particularly on the design process of MP course using best practices for developing e-learning courses composed by The Defense Centers of Excellence Training & Education Directorate (www.dcoe.health.mil).

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21st Century Learning: Application of Learning Theories for Student Engagement


“The drop in student engagement for each year students are in school is our monumental, collective, national failure. There are several things that might help explain why this is happening – ranging from our overzealous focus on standardize testing and curricula to our lack of experiential and project-based learning pathway for students – not to mention the lack of pathway for students who will not and do not want to go on to college” (Busteed,2013).

Gallup Poll

Figure 1. The school cliff: Students engagement drops over time

Student engagement with school and learning is a gold standard that every parent, teacher and school strives to achieve. If we were doing right by our student and our future, the numbers would be the absolute opposite. For each year a student progresses in school, they should be more engaged, not less.

In this paper, I will share my observations from kindergarten to college to see the level of engagement in the classroom, discuss the term student engagement and its connection to constructivist learning theory, and explore what is needed toward a more active and engaging format to increase learning in the digital age. And, as a proposal, I will propose flipped classroom to get students more engaged in their learning.

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Evaluation of Open Learning Design Studio’s Massive Open Online Course (OLDS MOOC): Learning Design for a 21st Century Curriculum


MOOC stands for Massive Open Online Course. MOOC is relatively new phenomenon as the first course carrying the name MOOC was offered in 2008. The term MOOC was coined by Dave Cormier and Bryan Alexander, when a course called “Connectivism and Connective Knowledge”, designed and led by George Siemens and Stephen Downes, attracted 25 fee-paying students on campus and 2,300 other students from general public who took the online class free of charge (Daniel, 2012). Even until today the definition of MOOC is keep evolving. The latest definition of MOOC is an online course aiming at large-scale participation and open access via the web. Typically MOOCs do not offer academic credit or charge tuition fees (Wikipedia, 2013).

MOOCs are divided into two branches, known as cMOOCs and xMOOCs. The two branches are so different, especially in aims and methods (Hill, 2012). Here we will focus particularly on the connectivist MOOCs or cMOOCs. McAuley, et al. (2010), defined cMOOCs by its characteristics as a MOOC integrates the connectivity of social networking, the facilitation of an acknowledged expert in a field of study, and a collection of freely online resources. Perhaps more importantly, however, a MOOC builds on the active engagement of several hundred to several thousand “students” who self-organize their participation according to learning goals, prior knowledge and skills, and common interests. One of the most recent cMOOC course is the “Learning Design for a 21st Century Curriculum” offered by Open Learning Design Studio or widely known as “OLDS MOOC”.

In this paper, I evaluate OLDS MOOC as an online course and investigate how it has incorporated the social pedagogical network theories i.e. connectivism, networked learning, and communities of practice. The evaluation was done by using Quality Online Course Initiative (QOCI) rubric and evaluation system developed by the Illinois Online Network (ION), University of Illinois.

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Reflections of HMLC5303: Learning Communities and Social Pedagogical Networks

What are learning communities?

The term learning community is used to describe every imaginable combination of individuals with an interest in education (DuFour, 2004).

DuFour (2004) argued that there are “big ideas” educators need to reflect critically on the concept of professional learning communities. I use these big ideas to understand the concept of learning communities by reflecting to my own experience as an educator.

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