Electronic Portfolio: Fostering Critical Reflection is a collaborative effort of three faculty members and three students at Red River College - RED Forum conference presentation on May 10, 2019. Acknowledgement: Thank you to RRC Staff: Amanda Le Rougetel, (pp. 8-9) and Matt Miles (p. 10), and former/current RRC Students: Mary Jeslyn Granil-Arguelles (p. 5), Chenting Qian (p. 6), and Ynah Penas (p. 7) without whose expertise this presentation would not have been possible. Citation: Zuba Prokopetz, R., Le Rougetel, A., Miles, M., Granil-Arguelles, M. J., Qian, C., & Penas, Y. (2019, May 10). Electronic portfolio: Fostering critical reflection. Presentation at RED Forum conference, Winnipeg, Manitoba.

1. Electronic Portfolio: Fostering Critical Reflection
Amanda Le Rougetel, Matt Miles, Rita Zuba Prokopetz
Mary Jeslyn Granil-Arguelles, Chenting Qian, Ynah Penas
RED Forum – May 10, 2019
1
Reflection -
... when light hit[s] a reflective surface…
- Rose (2013, p. 1)
We respectfully acknowledge that we are on Treaty 1 Territory

2. 2
Session Objectives
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become familiar with
some of the benefits
of an eportfolio
brainstorm ways to use
it as a tool that enables
critical reflection
think about how
it can be introduced
in our practice
Reflection -
…an active, persistent and careful consideration of any belief
or supposed form of knowledge - Dewey (1933, p. 118)

3. • Background
• Application
• Significance
• Definition and Benefits
• Implementation
• Landscape
• Fostering Reflection
• Theoretical Underpinnings
• Implementation: Alignment of Competencies
• Recommendation: Creator and Implementer
3
Tentative Agenda
Questions are welcome throughout the presentation
Images: Courtesy of ClipArt

4. 4
Background: ePortfolio Creators
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Credited course in a degree program
(M.Ed.)
Required submission in a certificate program
(CAE)
Final individual project in a blended class (ESL)
• Terminal project in a program of studies (MA-EdTech)
• Final assignment in a course (EDDE804) http://myedde804journey2017.weebly.com/

5. 5
Final individual project in a blended class: Mary Jeslyn

6. 6
Final individual project in a blended class: Chenting
“It does not matter
how slowly you go as
long as you do not
stop” -
Confucius

7. 7
Final individual project in a blended class: Ynah
“Some people want it to
happen, some wish it would
happen, others make it
happen” – Michael Jordan

8. 8

9. 9
Application as a course assignment
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10. 10
Capstone ePortfolio in a Degree Program (M.Ed.)
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11. 11
Significance
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• Constructing knowledge
• Aligning competencies
• Anticipating feedback
• Interpreting comments
• Deciding what to change
• Challenging self
• Providing information
• Reflecting on learning to date
Reflection is the hallmark of many thoughtfully developed portfolios. Reflections on the
products within a portfolio allow the audience to understand why these items were
chosen to represent the student and his / her capacities and can provide some of the best
indicators of student growth - Barrett and Richter (2018, para.2)

12. 12
Definition and benefits
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A technology-enabled learning site where students
reflect and document their journey and learning
growth over time. It is a reflective, curated repository,
which is then mediated through interaction with
instructors and peers –
Source: Zuba Prokopetz, R. (2019) – unpublished dissertation [work-in-progress]

13. 13
Electronic portfolio: A tool that fosters reflection
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Awareness of what I was learning
Transformation of thought processes
Deeper level of reflection
I began to “understand the open connections, open conversations, open content, and
open learning that come as part of a community of learners” (Richardson, 2010, p. ix)
Terminal project in a program: http://rita4webtools.weebly.com/

14. 14
Electronic eportfolio: Blended experience in our practice
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My first group of students welcomed the LiveBinders - they inserted audio files, submitted their tasks, and
posted reflective thoughts about their learning to date
Blended learning eportfolio experiences helped
students
• demonstrate computer literacy
• apply time-management strategies
• engage in peer-feedback interaction
• become autonomous learners
• achieve some of the language competencies
• reflect on their learning to date
Virtual shelf with 20 LiveBinders and additional binders with resources

15. 15
Landscape
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1990s
Paper-based
2000s
Rise in users of
eportfolio
2010s
Steady growth
worldwide
Critical reflection is the result of the realization of the deep learning that transpires during
moments of thoughtful and meaningful consideration of choices made (and actions taken)
in the development of a capstone eportfolio project –
(Source: Zuba Prokopetz, R. (2019) – unpublished dissertation [work-in-progress]

16. 16
How do you define reflection?
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Reflection
Thinking
Critical Thinking
Reflective Thinking
Critical Reflection
Critical reflection goes beyond our daily reflecting, as it requires that we examine what we did, the
circumstances under which we did, and the rationale behind our actions - Mezirow (1990)

17. 17
Definitions
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Reflection - Engaging in serious thought and consideration
Thinking - Using one’s mind to consider something
Critical Thinking - Analyzing and evaluating to form a judgement
Reflective Thinking
Process of analyzing and making judgement about something [questioning and
discussing]
• Enables students to develop strategies for new knowledge application
• Requires flexible time and convenient space [blended / online]
Critical Reflection
Process of reasoning to make meaning of something [discerning and explicating]
• Enables students to describe, analyze, critically demonstrate, and create
• Requires self-examination and self-evaluation [capstone eportfolio project]

18. 18
ePortfolio
Ecosystem
Social
Constructivism
Ecological
Constructivism
Bloom's
Taxonomy of
the Affective
Domain
Individual
Constructivism
Theoretical Underpinnings
Four lenses in a process of critical
reflection
As an educator
• Autobiographical / Self-reflection
• Student evaluations
• Peer-monitoring / Feedback
• Scholarly literature / Learning
Brookfield (1995, pp. 1-2)
As a learner
• Autobiographical / Self-reflection
• Teacher assessment
• Peer-feedback interaction
• Life-long / life-wide learning
Empirical evidence

19. 19
Implementation in my ESL class: Alignment of competencies
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• Comprehend information / instructions
• Interact with peers / make recommendations
• Review concepts / explain competencies
• Illustrate concepts / prepare artefacts
• Categorize information / write reflective
passages
• Evaluate final product / articulate process
• Reflect on learning to date
INFO
SESSION
DAY 1
WEEK 2WEEK 3
WEEK 4
LegacyPresentations

20. 20
Recommendation: As a Creator
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• Start small [About Me page]
• Rely on technologists [choice of platform]
• Engage in additional learning [e.g., Lynda.com session on eportfolios]
• Share learning process with colleagues [RRC Faculty Fridays]
• Collaborate with colleagues
• Engage in peer-feedback giving and receiving
• Share product and process with others
• Reflect on learning to date

21. 21
Recommendation: As an Implementer
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• Invite former students to present [eportfolio community]
• Discuss development process
• Provide guidance
• Emphasize the importance of peer-feedback interaction
• Assess student artefacts in alignment with competencies
• Use checklist for college readiness and strategies [in Office 365]
• Encourage reflection on learning to date
Screenshot of a page of the eportfolio of
Mary Jeslyn [permission to use]

22. 22
References
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Barrett, H.C., & Richter, J. (2018). Reflection4Learning [Website]. Retrieved from https://sites.google.com/site/reflection4learning/
Batson Blog (2015, February 2). Study shows steady growth in eportfolio use: What does that mean? Retrieved from https://drive.google.com/file/d/1ZVXXO2bmCoHXcM1ZYV20ejxiOw8kjJdC/view
Bloom, B. S., Englehart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. White Plains, NY:
Longman.
Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.
Cambridge, D. (2010). Eportfolios for lifelong learning and assessment. San Francisco, CA: Jossey-Bass.
Dewey, J. (1933). How we think. Buffalo, NY: Prometheus Books. (Original work published in 1910).
Dewey, J. (1910). How we think. D.C. Heath & Co. Publishers. Retrieved from https://archive.org/details/howwethink000838mbp
Eynon, B., & Gambino, L. M. (2017). High-impact eportfolio practice: A catalyst for student, faculty, and institutional learning. Sterling, VA: Stylus.
Hoven, D., & Palalas, A. (2016). Ecological Constructivism as a new learning theory for MALL: An open system of beliefs, observations and informed explanations. In A. Palalas & M. Ally (Eds.) The
international handbook of mobile-assisted language learning (pp. 113-137). China Central Radio & TV University Press Co., Ltd.
Hoven, D., & Palalas, A. (2011). (Re)conceptualizing design approaches for mobile language learning. CALICO Journal, 28(3), 699-720.
Hoven, D. (2018, January, 8) [Online posting to EDDE 802 course Moodle] Athabasca University.
Krathwohl, D.R., Bloom, B. S., & Masia, B.B. (1964). Taxonomy of educational objectives: The classification of educational goals, Handbook II: Affective domain. London, UK: Longman Group.
Mezirow, J. (1990). How critical reflection triggers transformative learning. In J. Mezirow (Ed.) Fostering critical reflection in adulthood, 1-20 (???177-193). San Francisco, CA: Jossey-Bass. (p. 44)
Ravet, S. (2005). ePortfolio for a learning society. Champlost, FR: EIfEL. Retrieved from http://www.eife-l.org/activities/projects/epicc/final_report/WP7/EPICC7_7_Paper%20Brussells%20S%20Ravet.pdf
Elearningconference.org/key_speaker/ravet.htm
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Sage.
Rose, E. (2013). On reflection: An essay on technology, education, and the status of thought in the twenty-first century. Toronto, CA: Canadian Scholars’ Press.
Zuba Prokopetz, R. (2019). Electronic portfolio: Enhancing blended learning experiences in a community of language learners. Proceedings of the 4th World Conference for Blended Learning, (p.
111). Retrieved from Wcbl https://iabl.wildapricot.org/resources/Documents/WCBL_Proceedings.pdf
Zuba Prokopetz, R. (2018a). Electronic portfolios: Enhancing language learning. The AAEEBL ePortfolio Review, 2(3), 51-54. Retrieved from https://aaeeblorg.files.wordpress.com/2018/11/aepr-v2n3.pdf
Zuba Prokopetz, R. (2018b). Professional self-development mediated by eportfolio: Reflections of an ESL practitioner. TESL Canada Journal, 35(2), 156-165. https://doi.org/10.18806/tesl.v35i2.1295
Note: images courtesy of clipart-library.com, classroomclippart.com, pngtree.com

23. 23
RED Forum – May, 2019
Amanda Le Rougetel alerougetel@rrc.ca
Matt Miles MMiles@rrc.ca
Rita Zuba Prokopetz rprokopetz@rrc.ca
Images: Courtesy of ClipArt
Critical reflection emerges amidst moments of both
calmness and chaos, and presents itself in various
formats - frustration, elation, productivity, and
creativity –
(Source: Zuba Prokopetz, R. (2019) – unpublished dissertation [work-in-progress]
Electronic Portfolio: Fostering Critical Reflection