Implementation Overview

Implementing student-created ePortfolios begins with a clear purpose: to help learners document their growth, reflect on their learning, and take ownership of their educational journey. This implementation plan is guided by three key resources: the 3-Column Table, the Course Outline, and the Canvas course, which together provide a clear roadmap of learning goals, instructional strategies, and weekly tasks.

Students are introduced to what an ePortfolio is and why it matters through a blend of in-person instruction, guided discussions, and self-paced digital resources. The Course Outline structures the process into weekly modules, including platform selection, blogging, peer feedback (feedforward), content creation, and reflection. Each phase is supported by introductory videos and practical tasks that build both technical and reflective skills.

Aligned with the 3-Column Table, the implementation scaffolds student learning from foundational research and design planning, through application and integration, to personal growth and future planning. Students engage in ongoing discussions, self-reflection, and collaborative feedback using a Learning Management System, helping them develop voice, choice, and ownership in their learning.

By the end of the process, students will have built a dynamic, personalized ePortfolio that not only showcases academic achievement but also highlights creativity, critical thinking, and a commitment to continuous growth.

Implementation Explination Video

ePortfolio Goal - 3 Column Table

Click on the Table below to download a pdf version

Course Timeline

Click on the PDF icon to download a PDF of the Course Timeline

GETTING STARTED

Welcome & Introduction
Course Calendar
Online Resources
Introductions (Learners)

WEEK 1-The What & Why

Intro Video
Call to action video & benefits of ePortfolios
- Class discussion about the benefits
Lesson 1: Adding Pages (About Me)
Discussion 1: What is beneficial about an ePortfolio?
Weekly Task- choose an eP platform
- Resource: a video that shows how to choose a template to create a beginning website, which the student can then customize.

WEEK 2- Taking Ownership

Intro Video
- Video about how using eP will increase ownership of learning
Lesson 2: Blogging
Discussion 2: Match an Artifact
Weekly Task- Publish your first blog entry on your ePortfolio (Topic of your choice!)

WEEK 3 - Feedforward

Intro Video
- Video, supporting resources
Lesson 3: Feedforward
Discussion 3: share eP with the group + give feedforward to 2 different classmates
Weekly Task- share eP link as ‘assignment’ and receive video feedback from the instructor.

WEEK 4- Building out Content

Intro Video
- Video lesson on creating versus adding content to ePs
Lesson 4: Tell your Story!
Discussion 4: What content tells the story of your professional, academic or personal journey? How do those artifacts added to your ePortfolio assist your students?
Weekly Task
- Upload the link to a piece of original content added to your ePortfolio

WEEK 5- Growth & Reflection

Intro Video
- Video, supporting resources
Lesson 5: Content Creation-choosing artifacts that showcase growth & development over time
Discussion 5: How would you utilize your experience with developing an eP to better support your students?
Weekly Task
- Reflection/Self-evaluation of participation in the course (like our contributions to learning)
Weekly Task
- Final submission of eP

Beyond the 5 weeks

This course will be introduced at the beginning of the year and remain an ongoing communication and collaboration throughout the school year, documenting and reflecting on their learning.

Connection to Innovation Plan

This Implementation Overview, which includes a Hybrid Learning Model using in-person, virtual pre-recorded videos, and a self-paced portion, is an essential part of the implementation of my innovation plan. My innovation plan requires each student to create their own ePortfolio, enabling them to make their learning visible to teachers, administrators, and most importantly, the parents.

References

Bates, A. W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning. BCcampus.

https://opentextbc.ca/teachinginadigitalage/

Backward course design. (n.d.). Centre for Teaching and Learning – Western University.

https://teaching.uwo.ca/curriculum/coursedesign/backward-design.html

Harapnuik, D. (2020). Why Use an ePortfolio. https://www.harapnuik.org/?page_id=6063

Hutchinson, H. (2015, July 21). Use blogging for reflection and assessment. ISTE.

https://iste.org/blog/use-blogging-for-reflection-and-assessment