According to Jonassen (1999), "learners share information to collaboratively construct socially shared knowledge." In order to make an e-Portfolio a "powerful learning tool" Labissiere & Reynolds (2004) recommend making the creation of an e-Portfolio "social and collaborative" (p. 3).
As a class, we have been practicing this both in a formal and informal ways. We have been assigned two peers to review and many of us have chosen others as well. Receiving input from others allows us to see our work through "multiple perspectives" picking up "strategies and methods from one another" (Learning Resources Unit @ BCIT, 2003, pp. 14-15). In order for peer review to be effective, however, one needs to be open to both give and receive critique.
I have found the input of my peers to be extremely useful. Others' perspectives have helped me rethink aspects of both my e-Portfolio proposal and my actual e-Portfolio. Comments that are made in a constructive, positive manner are easy to receive, and while I may not have implemented all the suggestions, I have carefully considered each one. This exercise, which will be repeated three times over the duration of the course, has made my e-Portfolio a better product.
As a class, we have been practicing this both in a formal and informal ways. We have been assigned two peers to review and many of us have chosen others as well. Receiving input from others allows us to see our work through "multiple perspectives" picking up "strategies and methods from one another" (Learning Resources Unit @ BCIT, 2003, pp. 14-15). In order for peer review to be effective, however, one needs to be open to both give and receive critique.
I have found the input of my peers to be extremely useful. Others' perspectives have helped me rethink aspects of both my e-Portfolio proposal and my actual e-Portfolio. Comments that are made in a constructive, positive manner are easy to receive, and while I may not have implemented all the suggestions, I have carefully considered each one. This exercise, which will be repeated three times over the duration of the course, has made my e-Portfolio a better product.
References, Links, and Key Resources
Jonassen, D.H. (1999). Designing constructivist learning environments. In C.M. Reigeluth (Ed.), Instructional
design theories and models: A new paradigm of instructional theory, Volume II, pp. 215-239. Mahwah, NJ:
Lawrence Erlbaum Associates.
Labissiere, Y. & Reynolds, C. (Fall, 2004). Using electronic portfolios as pedagogical practice to enhance
student learning. Inventio,2(6).
Learning Resources Unit @ BCIT (2003). Contructivist e-learning methodologies: A Module development
guide. Pan-Canadian Health Informatics Collaboratory.
Jonassen, D.H. (1999). Designing constructivist learning environments. In C.M. Reigeluth (Ed.), Instructional
design theories and models: A new paradigm of instructional theory, Volume II, pp. 215-239. Mahwah, NJ:
Lawrence Erlbaum Associates.
Labissiere, Y. & Reynolds, C. (Fall, 2004). Using electronic portfolios as pedagogical practice to enhance
student learning. Inventio,2(6).
Learning Resources Unit @ BCIT (2003). Contructivist e-learning methodologies: A Module development
guide. Pan-Canadian Health Informatics Collaboratory.