1. Learning with Multimedia E-Portfolios
Kelly Bates-Schroeder

2. Learning with Multimedia E-Portfolios
Purpose: E-portfolios can be used to facilitate multiple learning theories, support student learning with multimedia tools, show student growth and progress, and can be used as an assessment tool.
Through the use of multimedia e-portfolios students are able to:
1) work creatively with several mediums
2) reflect upon their accomplishments
3) show progress achieved in many areas
4) show their ability to correctly use and design works in appropriate media
For more information click our outline or our full paper.

3. Multimedia Eportfolios Support Multiple Learning Theories
Multimedia media addresses different learning styles, both visual and auditory making it more interactive and entertaining.
1) Students will learn better when using preferences in which they are successful.
2) Students will be better learners when they can expand their preferences.
3) Computerized instruction can provide a rich array of experiences for students outside the classroom.

4. Multimedia Eportfolios Support Multiple Learning Theories
Teachers can construct activities that include specific and multiple learning preferences.
1) Computerized instruction can be used to supplement traditional instruction or as an alternate approach.
2) The add-on approach encourages teachers to think of multiple ways to approach the subject and to find ways to create modules that allow different students to find the one most appropriate for them.

5. Multimedia Eportfolios Support Multiple Learning Theories
Through the combined use of two or more media such as sound, images, text, animation, and video, teachers and students can work together to create multimedia portfolios that can allow the students to express their creativity while encouraging reflection.
More information on Learning Theories.

6. Eportfolios Used to Develop the Big Picture
According to Alessi and Trollip (2001), e-portfolios are a form of multimedia composition where the learner reports on their personal and academic learning and growth with text, pictures, audio, video, animation or a combination thereof.
1) Any tool that allows an individual to design and publish digital content could be used for e-portfolios.
2) What to actually include in an e-portfolio depends on the creator, and the purpose it is being created for.
E-portfolio Tools

7. Eportfolios Used to Develop the Big Picture
Issues and trends of e-portfolios.
1) Siemens (2004) discusses the need for and the coming of the standardization of e-portfolios.
2) Siemens (2004) also offers 10 characteristics of and ideal implementation of portfolios at least in an educational environment.
E-portfolio Uses

8. Eportfolios Used to Develop the Big Picture
Using e-portfolios for assessment.
1) Mahood (n.d.) recommends establishing the rubric and standards that will be used, and to stress the presentation and the multimedia tool used to present as much as the content.
2) Using e-portfolios for assessment provides a holistic evaluation of student knowledge and understanding using their own strengths and creativity not possible with more traditional methods of assessment.
Ten Characteristics

9. Endless Possibilities when Including Video
Video is a crucial part of any e-portfolio project. Integrating video has become easier and more affordable and it provides for instant feedback for learners.
1) Video integration can be used to facilitate the learning process through reflection.
2) Rodgers and Tucker (1993) revealed how video portfolios were used at Averette College as a resource for student teacher to reflect on their own teaching.

10. Endless Possibilities when Including Video
Theodosakis (2001) suggested that integrating video is important because it helps to develop higher order thinking skill, personal and social skills, and raises awareness of issues and the world around students.
1) Students have to become more aware of their speaking and communication skills when using video.
2) Using video helps to develop real-world, life-long learning skills.
Student Presentations

11. Endless Possibilities when Including Video
Integrating video is easier and more affordable than ever before and can easily be added to existing multimedia projects.
1) Adding video to existing PowerPoint presentations and student-made web pages greatly enhance the presentation.
2) Adding video to e-portfolios adds to the value and use of the e-portfolio, both for the creator and the viewers.

12. Designing Multimedia E-portfolios
The culmination of products should show the true development of student work over time.
1) Designing multimedia e-portfolios means
2) Organizing all possible and non linear paths
3) Lead the viewer through the artifacts
4) Collect a variety of
works
technologies
images
Student Writing Sample
Student Introduction Sample
Student Logo Sample

13. Designing Multimedia E-portfolios
Students should be able to use a wide variety of technology tools to show growth and achievement over time.
The collection and display of artifacts in the e-portfolio should reflect the students ability to:
1) Select the appropriate media tool for the activity (Barrett, 2001).
2) Write
3) Communicate
4) Organize
5) Design Projects
Visual Design for the Screen

14. Designing Multimedia E-portfolios
While designing the portfolio the student must keep in mind that visibility and clarity of navigational devises must assist in viewer orientation not distract from it (Allessi and Trollip (2001).
Visual mapping aids assist in the navigation of portfolios, web sites, and hypermedia (Alessi and Trollip 2001).
1) Menus
2) Indexes
3) Maps
4) Tables of Contents
Inspiration concept map
For users of Inspiration
Excel outline
For users of Excel

15. Conclusion
1) With the use of e-portfolios the instructor can extend the classroom, the student can see the bigger picture of goals they are reaching for, and education can reflect real world achievements.
2) Using video can aid the development of critical thinking, communication, and allows the learner an opportunity to reflect.
3) E-portfolios can be used to facilitate multiple learning theories, support student learning with multimedia tools, show student growth and progress, and can be used as an assessment tool.

16. References:
Alessi, S., & Trollip, S. (2001). Multimedia for learning: Methods & development (3rd ed.). Needham Heights, MA: Allyn & Bacon.
Barrett, H.C., (2001). Electronic portfolios – a chapter in educational technology. Retrieved January 21, 2006 from
Gibson, D., and Barrett, H., (2002). Directions in electronic portfolio development. Retrieved January 21, 2006 from
Mahood, J., (n.d.). An introduction to science portfolios. Retrieved January 21, 2006 from
Norton, P., & Wiburg, K.M. (2003). Teaching with Technology: Designing Opportunities to Learn (2nd Ed.), Belmont, CA: Wadsworth/Thomson Learning.
O’Conner, T. (1997). Having a Personal Point of View. Using Learning Styles To Adapt Technology for Higher Education. Retrieved February 08, 2006 from web.indstate.edu/ctl/styles/learning.html
Rodgers, S. F., & Tucker, B. H. (1993). Video Portfolios: Collaborations in Literacy
Teaching Assessments Retrieved January 23, 2006, from ERIC database.
Shitoa, Jean, (n.d.). Multimedia Instruction and Learning Styles: What is the Effect? TEAM. Teaching Educators About Multimedia. Retrieved February 7, 2006 from
Siemens, G., (2004). E-Portfolios. Retrieved January 21, 2006 from
Spencer, L., (2004). Creating an electronic portfolio. Retrieved January 21, 2006 from
Theodosakis, N. (2001). The director in the classroom: how filmmaking inspires
learning. San Diego, CA: Tech4Learning Publishing.
Thornburg, David (2006). Multimedia Encourages New Learning Styles. New Horizons for Learning Online Journal. 12(1) Winter Retrieved February 6, 2006 from
Windsor, P.J.T., (2002). A Guide to the development of professional portfolios in the faculty of education. Retrieved February 3, 2006 from