Definition of a portfolio varies, but a consensus was reached to give it a standard meaning. It has, therefore, been defined as a purposeful consolidation of students that explain the story of student growth and achievement. Portfolios can either be electronic or paper based. Either way they have basic importance that they serve.

Electronic portfolio growth is based on two literature bodies.

  • Multimedia development that concentrates on decision, designing, development and evaluation.
  • Portfolio development that focuses on collection, selection, reflection, projection.

The two processes are essential and complimentary for effective electronic portfolio development. Knowledge of these processes fit together, alongside understanding the function of set standards in electronic portfolio provides students and teachers with vital equipment for describing growth over time which forms the basic objective of a portfolio.

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Importance’s of Electronic Portfolio

  1. Creating electronic portfolio may enhance students’ as well as teachers’ multimedia development techniques. The following stages are usually covered in multimedia development process.

The decision: this involves determining goals, audience and the need for the presentation. The design: this involves determining sequence and content of the presentation.

Developing: this involves gathering and organizing multimedia elements to be included in the presentation

2. Modeling: if lecturers develop and make use of electronic teaching portfolios students will be in a better position to have their personal electronic portfolios.

3. Every stage of the portfolio development process adds to lecturers’ professional growth and students’ long run learning.

Collection: lecturers and students know how to save artifacts that show the successes in their daily learning and teaching.

Selection: lecturers and students are able to review and evaluate the saved artifacts and select those that show achievement of particular standards.

Reflection: lecturers and students turn reflective practitioners, assessing their personal development over time as well as their accomplishment of the standards, together with the gaps in their growth.

Projection: lecturers and students evaluate their reflections against the set standards and indicators of performance, and make learning objectives for the future. This is where portfolio development is turned into professional growth and enhances long run learning.

Presentation: lecturers and students develop their portfolios with their colleagues.

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