Information Technology Reference
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applicant or a vendor. The Web portfolio will provide a professional appear-
ance for job seekers and companies looking to engage in business.
As I sorted through hundreds of portfolios, my general observations included
many poorly designed Web portfolios that were content abundant. I also found
that the processes in place for asset collection were dominant in most Web
portfolio sites in both academic and business categories. I found many sites
providing recommendations on what a Web portfolio should be. Reflection on
accomplishments was also a central theme common to Web portfolio develop-
ment recommendations. Design of Web portfolio sites was only discussed at
academic or business Web resource sites that catered to target markets or
audiences of students who were artists, designers, and photographers. That is
what I find interesting; the artists who have design training are getting the design
directions while the people who are not formally trained in art and design are
getting most of their help in content collection. In response to that problem
statement, I try to cover all of these bases in this topic to help with the major
stages of Web portfolio development and to provide a broad overview of many
approaches and techniques associated with successfully creating a Web
portfolio that fits your specific needs and goals. Let us look at some different
approaches to Web portfolio programs and activities found on the Web.
Google's 4,550,000 hits revealed to me that the Web portfolio is becoming an
enigma that has evolved into a trend which will gain momentum and become
common practice in academia, professional, and personal environments. Web
portfolios are integrated in society on infant levels in many disciplines; however
activities on the Web reveal a wealth a valuable resources and programs that
need to be discussed in this text. Here are few interesting ideas and approaches
that illustrate why Web portfolios are important as vehicles for lifelong learning,
assessment, and marketability and how they are challenging students and
faculty to respond to the demands of societal Web portfolio integration.
Lifelong Learning
On its Web site, I found that Wofford College in South Carolina has developed
a sound student Web portfolio program centered on developing a timeline of
activities that align with the students' academic life span at the college. The
development process outlined on the Wofford Web site gives students guided
approaches to content development for academic, personal, and professional
categories that span over freshman, sophomore, junior, and senior years. The
