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E-PORTFOLIOS
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CAMPUS TECHNOLOGY | November/December 2017
particular skills or learning outcomes in student records. “Is Amazon going to read 50,000 e-portfolios before they hire someone? Probably not,” he said. “We have to have these in machine-readable format, so employers can search on keyword topics. Can we align learning outcomes of a student’s background with the needs and skills that employers are demanding? We think the answer is yes. By and large, the skills employers say they can’t find in students are exactly the kinds of things that are in the learning outcomes in a course syllabus.”
Through its work with the Comprehensive Student Record Project, Stanford began trying to create a closer connection between the official record and e-portfolios as evidence, Chen said. One of its projects, Notation in Science Communication, allows
“If you look at the transcript today, it is essentially a mildly changed version of something we have had around for hundreds of years.” — Tom Green, AACRAO
students to create a portfolio of evidence that demonstrates their competency in sci- ence communication. It could include essays, podcasts, Powerpoint presentations and other multimedia. Once the student’s work is assessed as meeting faculty stan- dards, the content is exported out of that portfolio platform and imported into the Stanford library’s digital repository, and a permanent URL is generated. “Once we have that permanent URL, we can link it to the record,” Chen said, “and it becomes part of the transcript, similar to a Ph.D. thesis. The concept of connecting the record with evidence is something we are very interested in.”
Chen said that as universities are encouraged to think about official records of learn- ing outcomes, one challenge is figuring out where that data is gathered and stored. Is
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