1 - Collect Content
The main steps in creating a portfolio are to: Collect, Select, Reflect, Connect, Build and Publish your work.
Reviewing these steps will help you to create a great ePortfolio.
Collect: What is the purpose of the portfolio? For use in a class, or academic major? Or as a career bridging tool? Your portfolio’s purpose, audience, and future use of the artifacts will determine what evidence to collect. [You may want to have more than one ePortfolio!]
TIP: It’s helpful to draw a simple “story-board” or outline of what you want to include in your ePortfolio after collecting your work.
Select: Selection criteria for materials to include should reflect the purpose or learning objectives you have established for yourportfolio. In some departments, these objectives may be outlined for you - and may follow from evaluation rubrics, performance indicators, and national, state, or local standards.
TIP: Consult with your academic advisor or the career center for advice on what evidence to select for your portfolio
Reflect: This is your chance to engage in a reflection on the artifacts in the portfolio and also create an overall reflection. You can use the portfolio to be more actively involved in assessing your own learning and to reflect on coursework, special projects, and life experiences. Without the reflective element, portfolios merely become an enhanced electronic resume, web page, or a digital scrapbook. The power of reflection turns the collection into evidence of a deeper learning experience.
Projection (or Direction in Life): Portfolios can be useful in looking ahead, setting goals for the future, and supporting professional development and career bridging.
TIP: Be sure to include contact information, so people can respond to your ePortfolio.
Publish and Link: Share your work with prospective employers, colleagues, friends and family. Creating hypertext links and publishing your portfolio allows you to get feedback from others. Your academic work is connected to larger local national and international spheres of the field(s) of study.
