Rubric for the evaluation of Digital Portfolio

Evaluation Rubric: Digital Portfolio

Digital Portfolios or ePortfolios are very useful pedagogical tool for the 21st century teacher. If the teacher wants to keep record of the academic progression of students, digital portfolios of students is an interesting idea. Having said that DPs are very important, it becomes very important to ponder on the parameters to evaluate DPs. As DPs are not widely practiced as normal academic evaluation, not many teachers or academicians or institutes understand the modes of evaluation. Here is one rubric for the evaluation of DP. If you are trying out DPs for your students, this may be of some help. 

Digital Portfolio

Digital Portfolio: Archival and Curation of Works Produced by Students in Classroom

• What is Digital Portfolio?

• Why Digital Portfolio?

• How Does Digital Portfolio Help Students?

• Objectives of the Demonstration of Digital Portfolio: 
  

The Students are strongly encouraged to build digital portfolio to document the four habits of mind:

·        1. Integrative thinking: The ability and habit to recognize relationships among ideas and experiences that are not routinely thought of as related.

·        2. Reflective thinking: The ability and habit of looking back at previous learning and setting those experiences in a new context created by subsequent learning.

·        3. Thinking in Community: The ability and habit of seeking connections between your learning and the learning of others in the class / community.

·       4.  Thinking in context:  The ability and habit of seeking connections between what you learned in college and relating those connections to subjects, debate and discussion in the wider world. (Lorenzo and Ittelson) 

·          •It is imperative that in 2015, students be able to curate, archive and expand on the work they are producing in class. 

•Today’s education must help students authentically learn important digital citizenship lessons.  

• Education must students to internalize the core subject as well as vital digital literacy skills such as creating their own digital web presence and learning to effectively and purposefully share their learning with the world

• Apart from these learning objectives, it is necessary to see that Indian languages grow its presence on internet. If our students create their web presence by publishing the works produced in the classroom, it will help in having significant web presence of our languages, our universities and along with it, it will support the national campaign on Digital India. If more students from regional languages departments are motivated, we can achieve this objective.
  ·         
• Digital Locker: This digital portfolio is a sort of digital locker of all important documents of the students. Whenever, wherever student requires documents for job application or other purpose, it can be downloaded from anywhere, any-time. 

• Methodology

• Samples / Examples of Digital Portfolio

• Give your feedback

• Reviews

• Contact

• How to evaluate Digital Portfolio? (Online Rubric for the evaluation of Digital Portfolio)

After viewing demonstration by the student and asking him/her questions, please rate the digital portfolio on following parameters. The students are going to get marks in internal evaluation on the basis of your evaluation. Some of the concepts of assessment of DP is borrowed from
* Lorenzo, George and John Ittelson. "Demonstrating and Assessing Student Learning with E-Portfolio." Oct 2005. Educause Learning Initiative. Ed. Diana Oblinger. Educause. Web. 22 March 2016. <https://net.educause.edu/ir/library/pdf/ELI3003.pdf>
* Bharati, Prasanna. Retrieved from http://edtechreview.in/trends-insights/insights/1537-how-do-digital-portfolios-help-students
* Mackosfsky, Nina. Retrieved from http://classroom.synonym.com/digital-portfolio-2449.html

From CV to DP

From Curriculum Vitae to Digital Portfolio

• Though the words like C.V. (Curriculum Vitae), Resume and Bio-Data are used interchangeably as synonymous, yet there is a difference among them.
• Resume is the shortest in form among the three. Then comes C.V. followed by Bio-Date.
• One should be careful about what recruiter is asking for. One should not keep any one form ready and print the same whenever job opportunity knocks the door.
• If CV is asked, do not give Resume or Bio-Data.
• Resume remains much in demand as people do not have time to read so many pages. One should keep a page or two of Resume ready and handy to be produced as and when required.
• If you are curious to know the difference among them, the below given presentation will help you.
• Well, the presentation is prepared a few years back so it talks about Digital Portfolio but do not discuss examples.
• What is DP? DP is Digital Portfolio - is also know as an electronic portfolio (also known as an eportfolio, e-portfolio, digital portfolio, or online portfolio)is a collection of electronic evidence assembled and managed by a user, usually on the Web. Such electronic evidence may include inputted text, electronic files, images, multimedia, blog entries, and hyperlinks. E-portfolios are both demonstrations of the user's abilities and platforms for self-expression, and, if they are online, they can be maintained dynamically over time.
  An e-portfolio can be seen as a type of learning record that provides actual evidence of achievement. Learning records are closely related to the Learning Plan, an emerging tool that is being used to manage learning by individuals, teams, communities of interest, and organizations. To the extent that a Personal Learning Environment captures and displays a learning record, it also might be understood to be an electronic portfolio. (Wikipedia: https://en.wikipedia.org/wiki/Electronic_portfolio)
• Now-a-days, students should have Digital Portfolio of their academic, co-curricular and extra-extracurricular activities.
• If you want to have a look at Digital Portfolios of students, please click here and follow the links.

•  Click here to visit the blog post > click on the Batch 2013-15 or any other. You will see the names of the students. Click on the names to visit their Digital Portfolio.

Resume, C.V., BioData and ePortfolio from Dilip Barad

Digital Portfolio Workshop from Dilip Barad

Project Blended Learning 2012

Welcome to Project Blended Learning 2010-20!

Note: Click on the below-given web link to view students' updated ePortfolios/digital portfolios

On this site, which is a sort of digital locker of students, you will find records of all curricular, co-curricular, and other activities of students of the following batches:

1. Batch 2023 - 25 (New . . . Updated - May 2025)
2. Batch 2022 - 24 
3. Batch 2021 - 23
4. Batch 2020 - 22 
5. Batch 2019 - 21
6. Batch 2018 - 20 
7. Batch 2017 - 19 
8. Batch 2016 - 18 
9. Batch 2015 - 17 
10. Batch 2014 - 16
11. Batch 2013 - 15
12. Batch 2012 - 14
13. Batch 2011 - 13
14. Batch 2010 - 12

The purpose of this site - http://sites.google.com/site/projectblendedlearning2012 :

1. To share action research carried out at Department of English, 

Bhavnagar University (Gujarat, India).

2. To display the projects submitted by students.

3. To present the outcomes of the experiment on Blended Learning.

Project Blended Learning 2012

This site is run by the Department of English, Bhavnagar University. The site is designed by Dr. Dilip Barad with the specific purpose of organizing projects submitted by the students. On this site you will find all the Google Sites submitted by students as a part of the partial fulfillment of continuous internal assessment. The students were supposed to use Blogger for assignments, Slideshare for presentations, and YouTube for videos of their presentations.

This project was carried out with a dual purpose. Firstly, to fulfill one of the objectives of the UGC to have innovations in teaching and learning with the help of ICT integration. Secondly, it was to experiment with blended learning. We wanted to experiment with the feasibility of ICT integration with traditional face-to-face teaching methods. The Google Group was used for instructions, sharing, collaboration, and building eCommunication among faculty and students. Click on Department of English Google Group or scroll down to read archived communications.

By clicking on the image of a student, you will be able to see the work done by her/him during four semesters from June 2010 to April 2012.

The outcome of this project will be available here.

The feedback given by students can be read here.

* These charts display the percentage variation in B.A. (Bachelor of Arts) and M.A. (Master of Arts). Almost all the students, except for one in each batch, displayed good improvement in their university examination. These real examinations (and not the faked ones like pre-post-tests) are used as substantial proof to prove that students show remarkable improvement in their learning capacities when face-to-face teaching is blended with technology-based learning.

* In the below-given chart (Batch 2010-12), we can see that the percentage of only one student decreased as compared to that of BA. The green bars reflect the percentage of MA and the blue bars that of BA.

Advantage Blended Learning (2010-12)
All students improved their performance in real-life University exam

* In the below given chart (Batch 2011-13), again, only one student's percentage decreased in MA as compared to that in BA. The red bars reflect percentage in MA.

Advantage Blended Learning (2011-13)
All students improved their performance in real-life University exam

* In the below given chart (Batch 2012-14), all students' percentages improved in M.A. as compared to that in B.A. The purple bars reflect percentage in MA.

Advantage Blended Learning (2012-14)
All students improved their performance in real-life University exam