Abstract: Student electronic learning portfolios (ePortfolios) have the potential to transform our approaches to teaching, learning, and assessment in higher education. Recognized in 2016 as a high‐impact teaching and learning practice (Kuh, 2017), ePortfolios, done well, can support student development, deeper learning, integrative learning, and assessment of complex outcomes like students' abilities to make sense of experiences and assess their own learning. How to “do ePortfolios well” was the focus of the ePortfolio track at the 2017 Assessment Institute, with the track featuring both theoretical models and examples from practice. Within this focus, the role of multi‐media literacy was a recurring theme, signaling increasing recognition that use of visual elements and multi‐media in student webfolios is more than an incidental frill.
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