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artifacts one wants to include in the portfolio). It also includes reflecting on the portfolio contents by writing reflective statements that provide commentary about the artifact, as well as information about what you have learned from it. Designing the portfolio. Organize the materials you have selected and assemble them into digital pieces that make up your portfolio. This stage consists of organizing the contents of the portfolio, creating a table of contents, creating a storyboard and design grid, and finally actually producing the portfolio. Many artifacts may not be in an electronic format when you select them, therefore you may have to, for example, scan pictures or papers in order to include them in your new portfolio. Evaluating the portfolio. Conduct formative evaluation to improve your portfolio-in-progress and summative evaluation to determine the quality of your portfolio. You may use rubrics or short question-andanswer forms for conducting these evaluations. Publishing the portfolio. In this stage, you perform the necessary activities to present your portfolio materials in a format that others can view. This state requires server space for uploading your portfolio so that it is accessible on the Web. WHAT APPROACHES/TOOLS ARE AVAILABLE FOR CREATING DIGITAL PORTFOLIOS There are two major approaches for developing a digital portfolio: the integrative approach and the turnkey solution approach (Kilbane & Milman, 2005). Each of these has its advantages and challenges. The integrative approach involves a variety of skills, programs, and knowledge about various software programs, such as Web site development, graphics, and FTP software. If you were to create a digital portfolio using this approach, you might use Dreamweaver for developing your portfolio Web site, Photoshop for creating and modifying any graphics, and WS_FTP for uploading and downloading files to a server. On the other hand, turnkey solutions require less technical skills and knowledge, and typically require simply understanding how to upload and download your files using the turnkey solution’s Webbased interface. Usually this approach requires creating files in a common file format such as Microsoft Word that can be uploaded via the turnkey solution’s Web site. A few popular turnkey solutions are: • Chalk and Wire (http://www.chalkandwire.com/); • Epsilen (http://www.epsilen.com/Epsilen/Public/ Home .aspx); and • Taskstream (http://www .taskstream.com/pub/ electronicportfolio .asp). You can also use blog, social networking, or other template-driven Web sites if you are not comfortable publishing your own Web page. The best advice I can share for choosing an approach is to evaluate: your skills and available resources; the amount of creative and technical control you desire in the digital portfolio’s appearance, navigation, and organization; and, ultimately, the amount of time you want to spend creating one. An excellent resource for learning more about digital portfolios is Helen Barrett’s site (see http://electronicportfolios.com/). She also maintains a site that contains multiple versions of her digital portfolio using various approaches and tools (see http://electronic portfolios.com/myportfolio/index.html). Here you can see first-hand what a digital portfolio looks like using various turnkey solutions, as well as some other open source tools. Volume 4, Issue 4 Distance Learning 95
HOW ARE PROGRAMS OF HIGHER EDUCATION USING DIGITAL PORTFOLIOS I believe the best way to learn about the potential for digital portfolios is to examine some first-hand. Keep in mind that digital portfolios are being created and promoted for a range of purposes and audiences, occasionally resulting in conflicting outcomes. Some programs dictate the contents, whereas others allow students complete autonomy in choosing which items to include. As you examine these digital portfolios, consider how we might use these tools for “encouraging our students to share their positive online experiences with their colleagues and working together to market the value of online graduates to the many organizations that may be their future employers” (Watkins, 2005, p. 35). Consider how these digital portfolios market your achievement or an academic program’s successes as well. Examples of digital portfolios created by individuals and compiled by specific programs are available at http://home.gwu .edu/~nmilman/dl REFERENCES Batson, T. (2002). The electronic portfolio boom: What’s it all about Campus Technology. Retrieved August 29, 2007, from http:// www.campustechnology.com/articles/39299/ Carney, J. (2006). Analyzing research on teachers’ electronic portfolios: What does it tell us about portfolios and methods for studying them Journal of Computing in Teacher Education, 22(3), 89-97. Kilbane, C. R., & Milman, N. B. (2003). The digital teaching portfolio handbook: A developmental guide for educators. Boston: Allyn & Bacon. Kilbane, C. R., & Milman, N. B. (2005). The digital teaching portfolio workbook: Understanding the Digital teaching portfolio development process. Boston: Allyn & Bacon. Salzman, S., Denner, P., & Harris, L. (2002). Teaching education outcomes measures: Special study survey. Paper presented at the annual meeting of the American Association of Colleges of Teacher Education, New York. Watkins, R. (2005). Marketing our success. Distance Learning, 2(3), 34-35. A PORTFOLIO IS A GOAL-DRIVEN, ORGANIZED, COLLECTION OF MATERIALS THAT DEMON- STRATES A PERSON’S EXPANSION OF KNOWLEDGE AND SKILLS OVER TIME. 96 Distance Learning Volume 4, Issue 4
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DISTANCE LEARNING FEATURED ARTICLES
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DISTANCE LEARNING MAGAZINE SPONSORE
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SPOTLIGHT ARTICLE Barriers and the
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THE EMERGENCE OF A NEW ECONOMY A de
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Table 4. Rank Order of the 10 Facto
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ORGANIZATIONAL PERSPECTIVE STRATEGI
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Table 5. Solutions to Barriers to D
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Table 5. Continued Social Interacti
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management. In L. Lau (Ed.) Distanc
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compensation, incentives and releas
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Pedagogy --Course Development --Cou
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Quality in Distance Education A Tri
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ability to understand and apply tec
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CONSTITUENCIES IN DISTANCE EDUCATIO
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control and responsibility for the
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Kirtley, K. E. (2002). A study of s
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Distance Education in the Public Hi
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distance education courses and Inte
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need, in a distance education class
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Using IT-Based Distance Education f
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to participate and share and exchan
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to a teacher and get to get filled
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Online High School Courses Preventi
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