Portfolio 1

Activity 1!

Task 1

Notes from the text:

  • The ePortfolios “are a way to generate learning as well as document learning”
  • generating learning and documenting or recording learning are important, but the process of generating learning sometimes gets overlooked.
  • they provide an opportunity and virtual space for students to critically assess their academic work,
  • make connections among different courses, assignments, and other activities, such as work experience,
  • support students’ own knowledge construction, make otherwise invisible aspects of the learning process visible, and place agency in the hands of students, which fosters learners’ motivation.
  • ePortfolios fall within a learning theory known as social constructivism,
  • students construct systems of knowledge for themselves,
  • Social constructivism also proposes that another determinant of effective learning is that it happens in a social context
  • construct our knowledge through dialogue and interactions with others.
  • reflection originates as a solo activity
  • instructor, peers, mentors, and even family members respond to and provide commentary on those reflections
  • the process of critical reflection involved in the creation of effective ePortfolios as one that makes “invisible learning” visible. By invisible learning
  • By reflecting on these invisible stages, students can learn more
  • invisible learning is learning that goes “beyond the cognitive to include the affective, the personal, and issues of identity”
  • the process of learning something doesn’t involve just the rational mind; rather, feelings, personality, and sense of self are all involved
  • student-centered activity – one in which the student is free to choose what artifacts are included
  • free to reflect on the process of their learning
  • they are more engaged and motivated to move beyond simple information acquisition to try to gain an understanding of the subject
  • ePortfolios offer this opportunity for learner control and can support or promote deep learning
  • students are able to make connections between the learning that occurs in different contexts
  • learning occurs beyond the classroom


Notes from the video:


  • Building your own website
  • How to present yourself online professionally
  • Main purpose: enhance your learning
  • In the eportfolios you can keep ehat you learned and what you are learning

Summary:  The portfolio is a way by which you can present yourself to others online in a professional and personal way. In the eportfolio you can keep information and what you are learning. Is what t generate learning as a document learning. It give students to represent what the academic work in an artistic and personal way. This method of working, motivates the students to create and interact with others, this process of learning sometimes doesn’t involve just the rational mind; rather, feelings, personality, and sense of self are all involved, so they are free to choose how to promote the learning and to reflect on the process of their learning.

Task 2

  1. What I liked most about Victoria´s  eportfolio is how she related her work to real life. In her posts, she wants to transmit to readers how she is,  what she likes and to make readers understand topics that she explains. However, maybe she could add more posts and to relate other points of view of different people and to include more images.


  1. Other eportfolio that I also liked is the one of Rochi Vago. What I really liked t is that she can relate and connect the topics and poems that she learned in class with things that she likes and enjoy. That’s why i consider that a good eportfolio should include personals opinions. Including more pictures and videos could be a good idea and also showing the connections throw them.

Deja una respuesta