The Role of VOICE in The ePortfolio

I remember teaching sixth grade ELA and trying to get students to understand the difference between voice and tone. I'd say, "The author's tone is their attitude toward the topic they're discussing and their voice is their personality or how they portray themselves. It is what lays the foundation for how you perceive their writing, and it is consistent in all of their work. Tone is a result of voice." I never knew if I was really explaining it well, but I'd like to think that this explanation helped students connect with what separates one from the other. In learning this, they began to develop their own voice in writing.

As someone who deeply values writing and the writing process, I wanted to make my voice as clear as possible in my ePortfolio, and the cool thing about it is this can be accomplished not only with my words, but also with how I chose to present my work. For example:

• I wanted to be taken seriously, so I included excerpts of my innovation plan on the landing page in hopes that it would compel viewers to read it.

• I wanted to incorporate notes of who I am, so I included a page about books!

Without the author's voice shining through, the purpose of the ePortfolio is lost. ePortfolios are not just about compiling work; they are about curating and showcasing an evolving identity as a learner and professional. The ability to design an ePortfolio that reflects one's voice is key. Instructors at UBC found that when students tailored their digital portfolios to highlight their growth and who they are, they gained a deeper understanding of their academic experiences (Chan, 2018). So in essence, developing individuality through the process of creating an ePorfolio fosters student ownership of learning.

My ePortfolio Journey

If I’m being completely honest, I didn’t want to fully dive into my ePortfolio at first. I was hesitant and even pushed it aside, thinking it would be just another task to check off. In fact, I actually waited until it was time to submit it for peer feedback before I gave it the effort it deserved. But now, looking back, I really wish I had started earlier because my ePortfolio has become something I’m proud of. It’s not just a collection of work: It’s a true reflection of who I am. There’s no need for me to define myself in words because the portfolio says it all. It captures my growth, my interests, and my journey in ways I hadn’t anticipated. I mean... take a look at my first blog and compare it to my last. Cheers for growth!

Throughout the process, I’ve not only had the chance to express myself but also learned new skills that I didn't expect to gain. Every new page, every new project I added helped me discover something about myself both personally and professionally. I’ve developed a deeper understanding of how to present my work and, in turn, how to connect with others. The ePortfolio has become a creative outlet for me, and I’ve enjoyed every moment of it.

Now, I see how valuable this process has been, and it’s made me realize that my ePortfolio doesn’t have to end here. While Applied Digital Learning has been a key milestone, I hope this is just the beginning of an ongoing journey. I’m excited to keep refining and expanding it, incorporating future projects, learning experiences, and insights as I continue to grow. It’s more than just a requirement: It’s an evolving reflection of my progress, and I’m excited to see where it takes me next.

Chan, W. (2018, September 4). ePortfolios elevate student voice and work. Center of Teaching Learning and Technology. https://ctlt.ubc.ca/2018/09/04/eportfolios-elevate-student-voice-and-work/