Information Technology Reference
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writing, which is a process that the study declares as “central to most general
definitions of what is included in an exemplary in the portfolio” (Johnson 2005,
p. 6). This case vividly illustrates the trend in using Web publishing to support
academic achievement. It is critical to explain that faculty involvement in
facilitating student Web publishing of assignments has tremendous residual
value to students and faculty. Students in the earth and mineral sciences
program at Penn State had always been more likely to activate Web portfolio
space because of the pedagogy employed by instructors like David DiBiase.
Faculty in disciplines such as education and art require portfolios and use them
in their pedagogy, but we expect that. Making Web portfolios a part of
curriculum in the hard and soft sciences as well as other areas including
humanities will help to bring the Web portfolio to a higher level and ultimately
it make it a standard part of assessment and learning within all disciplines.
The Penn State case is a comprehensive view of a flourishing Web portfolio
program. This is not just seen in the yearly increase of student Web usage for
portfolio purposes. But more importantly the program is exemplary because it
has tackled administrative and technical hurdles which cripple faculty involve-
ment. As well, the processes defined in the Penn State Web portfolio Web site
are clear and are not intimidating. The process does allow for autonomy in
technical development and software application training. There is no stock
Web portfolio building application as is seen at many other institutions who
have established a Web portfolio program. The Web site for the Web portfolio
does however provide a wealth of tutorials and resources to help students get
up and running using Web development applications such as Microsoft
FrontPage and Macromedia Dreamweaver. The Web portfolio development
program at Penn State works to empower students to gain the technical skills
needed. I think this is in incredibly important in the Web portfolio development
process. Another important feature to be noted about the Penn State program
the ease of use built-in to the interface of the Penn State e-portfolio Web site.
There is a clear path towards publishing a Web portfolio for the student to
follow. The site guides the student to collect first evidence, also known as
content or assets, and then leads them towards “crafting their message”.
Crafting their message is a step in which students define their concept and
audience for the Web portfolio. It is in the crafting a message section the site
notes that there are no hard and fast rules to creating a vision for the Web
portfolio. I feel this is really important because it is getting students in a mindset
and arena for free flowing conceptualization and expression while integrating
creative thoughts outside of someone else's perceived criteria. After ideas are
