DRAFT: This module has unpublished changes.


  ePortfolios at
Stony Brook University
Folio Thinking








ePortfolios strengthen the metacognitive process (make sense, self-assess, reflect) and facilitate higher order thinking (knowledge, understanding, application, analysis synthesis, evaluation).   Students are able to organize, view, and review their learning steps (make sense, self-assess, collect, select, reflect, connect knowledge (tacit and explicit) with experiences, and move on (transition) to the next level of learning.  They integrate, analyze, synthesize, and evaluate what they have learned in an orderly, organized manner.  The learning becomes student-center and experiential.   The eportfolio process helps to promote and build self-determined learning behaviors and learning becomes an integral part of life over a lifetime.

(Nancy Wozniak, Stony Brook University)



Folio Thinking

•  The reflective practice of creating learning portfolios for the purpose of creating

    coherence and making meaning

•  Draws on:

· experiential learning

· metacognition

· reflective thinking

· critical thinking

· mastery orientation to learning


The Folio Thinking Approach

  • Provide structured opportunities for students to:
      1.  create learning portfolios
      2.  reflect on learning experiences
  •  Enable students to:
      1.  integrate and synthesize learning
      2.  enhance self-understanding
      3.  make deliberate choices in their learning career
      4.  develop an intellectual identity

(Helen L. Chen, Stanford University)





DRAFT: This module has unpublished changes.