| Webfolio criteria differ among courses and have evolved since my students began developing them in 1996. However, the overall concept of reflecting on a semester of reading, writing, and learning remains the same.
I recommend viewing examples from several courses to see the ways students have chosen to present their Webfolios, for example, Websites, Weblogs, and word processed documents hyperlinked. Most students had little or no previous experience with Web construction when we began developing Webfolios in the mid-1990s; by the early years of the 21st century, increasingly, students were able to incorporate multimedia among their artifacts or exhibits.
Literature Courses
 Jennifer's Webfolio (Summer 2005) for Major Forms of Literature, an introduction to literary genres, demonstrates one approach to a Weblog-based digital portfolio.
Nolan's Webfolio (Summer 2005) for Major Forms of Literature, an introduction to literary genres, demonstrates word processed documents linked, a simple alternative when Web development tools are not available.
Erica's Webfolio (Summer 2005) used a Website with a left-side navigation menu as well as hyperlinks within the reflective essay for an English 202 online class, Major Forms of Literature, an introduction to literary genres.
Meredith's Webfolio (Summer 2005) for Major Forms of Literature, an introduction to literary genres, was hosted at a free commercial site, so viewers must ignore or close the advertisements; because these sites offer step-by-step wizards or templates, they are a helpful option for first-time Web pages.
Sabrina's Webfolio (2002) with Reflective Hypertext Essay:
Although Sabrina could have made each artifact a Web page in its own right, she chose to link to her word processed documents for English 112, a writing-emphasis introduction to literary genres. |
Composition Courses
Adam's Multimedia Webfolio (2003) with Reflective Hypertext Essay andPoetry Project with Original Music: Adam brought experience constructing Websites to this project and was able to develop a template for visual coherence, to use javascript for rollover buttons, and to add multimedia that complemented the writing.
Traci's Webfolio (2001) with Reflective Hypertext Essay: Traci converted several word processed documents to Web pages for this Webfolio.
Jerri's Webfolio (2001) with Reflective Hypertext Essay: By 2001, students had access to Web development software and were able to include a variety of colors and graphics on their Web pages. Jerri chose to use one color scheme to give visual coherence to most pages (although the colors display more boldly than Jerri intended).
Judy's Webfolio (1998): When Judy constructed this Webfolio, we did not have Web development software, so composition students were using hypertext markup language (html) to construct these simple Websites. |
Webfolio Project Home
for educational purposes only
developed and copyright ©1996 by D. Reiss
modified and copyright ©7 February 2006 by D. Reiss |