Becky Endersby
B. Ramirez & G. Ring
ePortfolio Reflection
April 29, 2008
When this class first started, I knew virtually nothing about the ePortfolio program here at Clemson University. I had heard rumors about how some students had to do an ePortfolio, but had heard that it was a waste of time and no professor had ever mentioned anything. Even during my transfer seminar my first semester here, not a word was mentioned. However, after taking this Creative Inquiry course, I realize the potential that this program has here, as well the importance for students.
We spent most of this semester creating a proposal, writing a progress report, actually carrying out our proposal, creating deliverables, and evaluating other students’ artifacts. The students that were in this class last semester had already made ePortfolios. Because this was my first semester, a big project for me was producing my own ePortfolio.
When first creating my ePortfolio, I had a hard time getting started. It felt like a huge weight as I sat down at my computer one night and started figuring out Blackboard and Google Pages. Blackboard was especially confusing because of my inexperience with it, and I wasn’t quite sure what was required or how to use Blackboard effectively. After getting help from Gail Ring and using some of my background knowledge of Google Pages, I was able to start creating my ePortfolio.
I decided to make my ePortfolio in Google Pages because it allows for more creativity and is easier to use than Blackboard. I was able to make a website completely in Google, and simply tag the web pages to Blackboard. However, with using Google Pages came more problems, such as having to “tag” each artifact twice; once in Google, and once in Blackboard so that I can get credit for the corresponding competencies. Another issue I had was actually finding “artifacts”. After going through some of my old files on my computer, I realized I had done a lot of work here at Clemson University thus far. I included a variety of documents, such as papers, education artifacts, videos, PowerPoint presentations, reflections, and pictures.
Another issue I faced was creating a podcast. With other, smaller problems that I had creating an ePortfolio, I was able to go to Blake or Nathan and get some advice on what to do. However, because of scheduling difficulties, I was unable to get their help as I was making my podcast. I spent hours starting at a computer, trying to figure out how to create a podcast and then upload it. While I have mastered much harder technology, the podcast stumped me. After looking up some search sites, I was able to create one. I hope in the future I am able to make more podcasts that are better integrated into my ePortfolio.
My biggest issue that I first had with the ePortfolio program here at Clemson was the reason for it. I came into this class with stubborn thoughts about how useless it was, and how it was too confusing to put any time into. My eyes have now been opened. I realized that students should make their ePortfolios their own. I was able to make mine with creativity and originality, and still satisfy Clemson’s requirements. Also, I now understand how useful it can be.
In the future I hope that Clemson’s ePortfolio program grows. It is important that students find out the requirements and usefulness of their ePortfolios early during their stay here. It has gotten better, with students hearing about it numerous times during their first year, but I hope that transfer students can also get the same information. I would also like to see Clemson looking into making Blackboard easier and more user-friendly or even a better platform. When students leave Clemson, if their ePortfolio is solely on Blackboard, they will not have access to it after they graduate. I think this could be contributing to the motivation factor of students. However, this program is headed in the right direction, and I think shows other universities that Clemson is a step ahead.