Implementation in classroom
Taking into account various proposals from the literature consulted and monitoring the work of some teachers in this area, one advocates that in order to ensure a smooth and careful implementation it must be respected at least the following steps for building an e-portfolio:
Planning - It involves mainly the teacher, but also the students who can (and should) be asked to make a contribution to the implementation of the methodology.
Presentation to students - Clarification of the objectives of e-portfolio. It might be doing an oral presentation of the methodology, building, for example, than the students already know about the term "portfolio" (brain-storming exercise). They may not even know it, they may already be aware of its application in the field of arts (painting, photography, architecture, etc.). This application may be a starting point for the introduction, setting out the similarities and differences between this portfolio (all the best work of the artist) and the portfolio of student (much more than a body of work and not necessarily the best). Students can take the internalising of the principles of the methodology by which it is advisable to provide simultaneous use of a document for consultation with the main guidelines.
Collection of works - The collection of evidence for the portfolio may result from the normal conduct of the class activity. In other words, need not necessarily be a large increase in work by the students at this stage. If the regular practice of teaching staff has a variety of strategies and methodologies, one will not have difficulty in getting satisfied with the wealth of evidence presented in portfolios. If you have not already done it then one will feel the need to develop new projects and activities to help students to demonstrate their skills. Students must register, archiving and documenting the work throughout its development, turning the records made in material context of consultation and reflection.
Organization - The different evidence should be organized to enable an easy and quick consultation. This organization can be left to the students, from suggestions from teachers and, as always, can be a negotiated process.
Reflection - The most important step in the process. It can occur at several points. For example, when it is added a new job or when the portfolio is revised. At this stage the student reflects on each of the evidence that you have selected for your portfolio, decide which are most representative of their progress, their capabilities and skills, and as such should remain in the portfolio while others will leave. This reflection can be helped by parts developed for this purpose.
Assessment - Stage where the teacher and student are to discuss the evaluation of the portfolio. The student performs self-assessment, which must be written, and conveys the perception of his work to the teacher. The student will get a feedback from the teacher - and preferably also in writing - that makes the evaluation of their work. Each student can also be encouraged to request a joint assessment by a colleague.
Disclosure - Whenever possible, in an advanced stage of the process, should be promoted an oral presentation of the portfolio. Generally, students will develop in relation to its portfolio a sense of pride for the work and will be motivated to do the presentation before the class.
The e-portfolio "presents itself as a flexible strategy that offers many benefits to students and teachers, particularly because the document allows the 'growth' of students, displays the process and product of learning and the ability to solve problems. In addition it enables the analysis of the daily experiences of students and can adapt to any subject area and level of education." © Nunes, 1999
Since the use of e-portfolio is, for most, a novelty in the teaching-learning strategies that have been used so far among students, it is listed a few suggestions for this first approach to the subject:
1. Start slowly (be ambitious, but not in the short term - get the portfolio with some goals and targets, increasing complexity, slowly and gradually, as they already dominate the variables at play);
2. Winning acceptance (see the details of methodology which requires new ways of being, think and act and contrary to the static position in relation to learning that in the majority, were used to take);
3. Encourage a sense of belonging (students must learn the virtues and defects or difficulties with this approach and feel it is an interested party in the development process of e-portfolio);
4. Clarify as much as possible the objectives and organization (How is that the portfolio will be used - Why? How and when? What is the structure (mandatory, recommended or flexible) and the criteria for their assessment (if applicable)?