"The coronavirus pandemic has dramatically changed the landscape of higher education. Over a short period of time, courses have moved online with students being required to adapt to new ways of learning. Although many tools have been used to enhance the student learning experience, many researchers have long advocated a more holistic, personal, and integrative approach. As eloquently presented by Jenson and Treuer (2014), learning should be put in a much broader context where courses, co-curricular activities, internships, work, and personal experiences, contribute to what are called 20th century lifelong learning skills (collecting, self-regulating, reflecting, integrating, and collaborating). The Pandemic ePortfolio is an illustration of this more integrative approach using Karuta 3.0, a simple and flexible open source ePortfolio tool supported by the Apereo Foundation. See how a simple yet powerful workflow has been designed to help students make sense of this difficult period. Jill. D. Jenson and Paul Treuer (2014), Defining the e-Portfolio: What It is and Why it Matters, Change: The Magazine of Higher Learning, 46:2, 50-57, https://doi.org/10.1080/00091383.2014.897192."

1. Building a Pandemic ePortfolio using
the Karuta Open Source Portfolio 3.0
ePortfolios Australia 2020
Jacques Raynauld, Ph.D.
Janice Smith, Ph.D.
ePortfolium

2. Abstract
The coronavirus pandemic has dramatically changed the landscape of higher education.
Over a short period of time, courses have moved online with students being required to
adapt to new ways of learning.
Although many tools have been used to enhance the student learning experience, many
researchers have long advocated a more holistic, personal, and integrative approach. As
eloquently presented by Jenson and Treuer (2014), learning should be put in a much
broader context where courses, co-curricular activities, internships, work, and personal
experiences, contribute to what are called 20th century lifelong learning skills (collecting,
self-regulating, reflecting, integrating, and collaborating).
The Pandemic ePortfolio is an illustration of this more integrative approach using Karuta
3.0, a simple and flexible open source ePortfolio tool supported by the Apereo
Foundation. See how a simple yet powerful workflow has been designed to help
students make sense of this difficult period.

3. Overview
1. Introduction to the Karuta Open Source Portfolio
2. Karuta’s unique features: “WordPress” for portfolios
3. What have you done recently? Building a Pandemic
ePortfolio
4. Using Karuta 3.0
5. Questions

4. Introduction to the
Karuta Open Source
Portfolio

5. Under the Umbrella of the Apereo Foundation
“Apereo is a [open source] global
network, with member
institutions on six continents. We
actively seek to develop
partnerships to further our
mission of creating and
sustaining software supporting
learning, teaching and research.”

6. An History of Listening to its Users’Needs
• Created in the spirit of the Open Source Portfolio (OSP)
tools in Sakai
• Founding Partners: HEC Montréal, Kyoto University,
IUT-2 Grenoble (France), Three Canoes (USA),
ePortfolium (Canada)
• International Governance Board - International
Community

7. Karuta’s Unique Features -
“WordPress” for Portfolios

8. Karuta’s Main Features
● Open Source
● LTI ready
● Responsive Design (tablets)
● Multilingual
● Presentation, learning, or
accreditation ePortfolios
● Support from a commercial
partner (ePortfolium)

9. Karuta’s Flexibility Can Capture any ePortfolio Process
• Organize different
resources (text,
documents, rubrics,
comments, etc.)…
• … according to a workflow
for different users
(students, evaluators,
mentors, instructors, etc.).
• with a complete control
over the UI presentation

10. Listen to Users and Start an Iterative Design Process
KARUTA
Designer
Prototype
– Pilot
KARUTA
Production
Meet the stakeholders, listen to their
objectives, show them a prototype, and
immediately incorporate their comments.

11. “WordPress” of ePortfolios.
2. Add
sections and
resources.
1. Start with a blank page.
3. Set roles
(Metadata) and
appearance (Display).

12. The “WordPress” of ePortfolios

13. The “WordPress” of ePortfolios

14. What Have You Done Recently?
Building a Pandemic ePortfolio

15. What Have you Done Recently? I Don’t Know.
Anecdotal evidence
points to student
complaints about the
loneliness, isolation,
and even permanence
of their pandemic
learning experience.

16. What Have You Done Recently? Probably a lot!
Many educational researchers have
long advocated a more holistic,
personal, and integrative approach.
Learning should be put in a much
broader context where courses,
co-curricular activities, internship,
work, and personal experiences,
contribute to what are called 20th
century life-long learning skills.

17. Recommendations for Portfolio Success
1. Provide a rationale up front.
2. Make it simple to use. Steps and actions are clearly
presented.
3. Design an attractive user interface.
4. Upload evidence once, use multiple times.
5. Associate skills with evidence.
6. Evaluate skills with rubrics as often as needed.

18. Using Karuta 3.0

19. 1. Provide a portfolio rational
on the front page.

20. 2. Unpack the meaning of the
life-long learning skills.

21. 3. Motivate users by providing feedback
(Dashboard) on the Welcome page.

22. 4. Add evidence … in a very
simple way.

23. 5. Associate evidence with selected skills.

24. 6. Self-evaluate using rubrics
for selected skills.

25. 7. Repeat self-evaluation as
often as needed.

26. Questions

27. For More Information ...
Learn about us:
•karutaproject.org
•www.apereo.org/projects/
karuta
Check and try the pandemic
ePortfolio:
Download Karuta:
• github.com/karutaproject
Contact us:
• karuta@apereo.org
• jacques.raynauld@hec.ca
• janice.smith@threecanoes.com
http://karutaproject.org/check-the-new-karuta-3-0
-pandemic-eportfolio/