Top 10 E-portfolio Tips!

So, you want to start e-portfolios but you're not sure where to begin?  Read on for some tips and tricks about what I have discovered through colleagues, research, and my own trial and error!

1- Determine your goal.  What is the point of your portfolio?  Look into the three types of portfolios (showcase, developmental, and assessment) and determine which is the best fit or if a hybrid makes the most sense for you.

2- Sell it! Get excited about this when you introduce it to your students.  If possible, get former students who are enthusiastic about e-portfolios to talk to your students about expectations, anxieties, and how the e-portfolio has helped them build their resumes or attain employment.

3- Get students in the habit of "ARR"! For each item that is selected, students need to provide as Artifact, Rationale (why the piece was selected), and Reflection (What was challenging? Interesting? What would they do differently? How would they describe the artifact to someone who can't see it? etc.).

4- Provide a rubric.  Ideally, this will be a formula or a drag and drop for the students to follow. Rubrics prevent e-portfolios from becoming haphazard and disorganized.  Check this one out for ideas: http://www.mybigcampus.com/bundles/computer-literacy-portfolio-grade-8---51016

5- Allow for peer review.  Students love to show off their work as well as have a chance to see others' portfolios!  Provide a venue for peer review and require this several times per year to keep everyone on the same page.

6- Make a "Yes Test." Along the same idea as peer review, provide students with a list of required items and the words "Reflection" and "Rationale" after each item.  Instead of evaluating the contents, students must have a peer complete the list by simply typing "Yes" or "No" for each component. Students will then have a list of anything that they may have overlooked putting in their portfolios.

7- Include multiple file types. Interesting e-portfolios have a multimedia aspect.  Make sure there are audio and video components!

8- Get creative! Encourage students to reflect in creative ways, not just in writing.  Draw, record, or video tape reflections. Let the teacher pick some artifacts but allow for student selections as well.

9- Make it relevant.  To get students to put forth their best effort, demonstrate how these can be used as part of an academic profile, resume, or job/college application.

10- Make it collaborative!  Have students work together on group portfolios or a class portfolio.  Showcasing progress and exemplary work is fun to do as a group as well as individually!

E-portfolios are a rewarding and useful tools that demonstrate a more complete idea of what goes on in school than other assessments.  Have fun creating and then showing off your creations to the school, parents, and community members!

Seriously Academic. Astoundingly Social. My Big Campus

"Good morning, class!  Ok, open your texts to chapter 4A and follow along as I go through this Power Point of new vocabulary. Next, we will practice on this worksheet and you can finish up for homework, ok?"

No matter the level of enthusiasm or even my infectious smile and Sullivan Nod, my Digital Natives just weren't buying it.  After 12 years teaching in the classroom, even candy bribes were  ineffective.  Class failed to be fun for my students- much less engaging, interactive, collaborative, or meaningful.  I remained aware of my exhaustive strategies and felt somewhat ashamed that I just could not seem to spark the level of enthusiasm, curiosity, and achievement I felt was harbored just beneath the surface of the bright young minds that crossed the threshold of Room 203 daily.

My IT department cornered me one day with a proposition to test pilot something called My Big Campus.  No way.  I mean, I wanted to improve, but in no way was I going to be a guinea pig for another technology initiative that marginally and only temporarily held the attention of my students- and at the expense countless hours of up-front time on my part.  Reluctantly, though, I logged on and tinkered.  The beginning of the transformation of Room 203 began with this initial log-on- here are my highlights:

Walls- All of us have a profile page- very Facebook, very intuitive.  We set up little baubles about ourselves and posted to our own and each others' Walls.  "Good luck at the track meet, Lacey!" "Don't forget about Relay for Life forms!" "Congratulations to Bonnie and Rob for acceptance to Virginia Tech!"  Students can Yes!, Comment, Repost, post to each other, post to me.  In short, every one of us now belong to a community.  Students have a presence and a voice. They receive external verification from each other (and from me!) in a fluid, continuous, easy, and constant manner.  In short, my students matter- and they know it!

Discussions- We finally can have asynchronous conversations than span time and location. We use Discussions to learn netiquette (which my Seniors thanked me endlessly for as they came to visit from college) and expand our classroom to a 24/7 learning environment. Discussions also become a posting board for FAQ's where they have access to content and can bounce ideas back and forth.  We post helpful resources and answer each other's inquiries. Discussions give students a voice- no matter restrictions of a 90 minute class, how shy someone is to speak out in front of his/her peers, or even an absent student, Discussions level the playing field and give all students opportunities to contribute and be heard.

Bundles- Bundles have proven to be a perfect way to create self-paced lessons, flip my classroom,  and create e-portfolios. Students and teachers construct Bundles using resources, text, assessments, weblinks, group pages, discussions- even NROC and NBC Learn content and Apps for the iPad users. Users collaborate on Bundles and even branch from Bundles in the exchange so they do not have to start from scratch.  Educators everywhere share modules, units, and lessons effortlessly- students build meaningful collections of work to demonstrate growth or showcase work. Even better, Bundles are easy to create, rearrange, and share.

EduTalk- This live feed links into Twitter to facilitate a professional learning network for teachers and administrators. I find users with similar interests to follow and am now in contact with educators all over the world.  I switch between the general feed for all teachers to find new contacts and then onto the page that shows only my followings to read about the latest resources and ideas from my colleagues. I even made plans with my EduTalk family to meet up at a conference for dinner! EduTalk makes networking simple.

Bob Campus/Bob's Corner-  Bob Campus, who possesses My Big Campus omnipotence as well as models ideal digital citizenship, is available almost 24/7.  Users ask for help and Bob is armed with almost instant replies to questions ranging from general information to even the most complex of inquiries. Students join Bob's Corner to interact with other users in a controlled, monitored, social environment. Bob's response time and presence in Bob's Corner solidifies the message that we all crave: we are a community, we are important, and we are a part of something big!    

Schoolwork- Finally I have a way to administer quizzes, classwork, and even surveys on the same venue as Discussions and class Group content.  Schoolwork auto-grades, contains options for retakes, question groups, and commenting, and I can even attach standards to individual questions as well as entire assignments.  By duplicating and editing, individualizing instruction takes mere seconds. Furthermore, detailed reporting tells me instantly who is missing work (and I can gently remind them to complete this), what the percentages are on individual questions, and overall achievement on the Schoolwork. Students have access to their Schoolwork and upcoming dates are highlighted to keep them organized. No more missing papers! No more logging onto external sites for a quiz! No more wasted time! Schoolwork is a one-stop solution with 100% accountability for both students and teachers!

Parent Portal- To close the student-teacher-home dynamic that is critical for student achievement, the Parent Portal allows guardians to see Group content, assignments (both upcoming and completed), and send messages to the teacher. Parents view a comprehensive calendar for each individual student and clearly view the academic standing of their students. Not having to log on to external e-mail saves time, and aligns comments and inquiries to specific assignments if needed.  The Parent Portal provides resources for our parents to be involved and in-the-know from day to day- another checkpoint for ensuring each student's success!

Your Stuff- No more missing flashdrives! No more, "I left it on my other computer." No more, "I can't find that!"  Your Stuff is unlimited file storage for students and teachers that we filter by label and file type. Students learn the valuable skill of digital organization while reaping the benefits of having what they need at their fingertips. Whether they enter the workforce or go on to higher learning, students will need to organize themselves digitally for assignments, e-mails, etc. Your Stuff is an excellent tool to teach them this lifelong skill! As someone also guilty of the occasional misplaced file, using Your Stuff proves to minimize confusion and eliminate "lost" files- for my students and even for me!

Calendar- Ditch the agenda books and look at the Calendar! Individual Calendars for classes as well as a comprehensive Calendar are provided for each user. Since I drive the Calendar, I never worry that students write something down erroneously (or not at all). I post reminders, push resources, and link to Schoolwork for Groups or individual users, so I quickly and conveniently differentiate for my learners. We can also push our Calendar out to our iCals to synchronize what happens in Room 203 with the rest of the school and outside the school walls!

Topics- User-driven Topics are created by any educator and open for membership by any other interested educator.  Lively discussions on best practices, trouble-shooting, and even praises happen in these professional learning networks on a daily basis.  The Flipped Classroom 101 was the vehicle I used to flip Room 203!  Through networking, advice, and links to helpful websites, videos, and other resources, Topics provided me the vehicle I needed to embark on cutting-edge practices!

My Big Campus transformed my teaching, captivated my students, and allowed us to do more than just transfer information.  We belong to a social, academic community that grows and learns together.  More than just posting assignments, showing a video, or logging on to take a quiz, My Big Campus is a one-stop educational haven that not only allows us to engage on a quest for content knowledge, but also reinforce responsible on-line behavior and digital citizenship.  My Big Campus equips us with a place to learn, grow, and play- all in a safe, monitored, academic setting!

Lessons From a Power Outage

Hurricane Sandy slammed into the East Coast several weeks ago, leaving in its wake massive destruction and widespread power outages.  An unfortunate mix of ice storms on top of trees that still had not lost their fall leaves caused the trees to fall on power lines, homes, and cars.  The flooding that lasted for over a week also further delayed getting power restored to millions of people trying to keep warm as the chilly November temperatures continued to fall.  Power crews from as far south as Florida raced up the coast to assist their fellow Americans in need.  The whole event created a sense of deja vu from only seven years before when we watched at the city of New Orleans disappeared under a wall of water.

In Virginia, Sandy's impact was far less than anticipated, so it is with complete shame that I reflect on my own panic when our electricity faltered for a few short hours.  My family of four went into a state of paralysis for the outage. We were totally inoperable. Pretzels for dinner, staring at each other in the semi-dark, we were pretty pathetic. I often forget how reliant I am on the power and technology I take for granted- these infrequent outages send me humbling reminders of this Achille's heel of mine.  I would venture to say that the loss of power and technology is crippling on a national level as well as evidenced by the shut-down of Wall Street and cancellation of the New York marathon.

Even in the midst of all of the heartache and subversion, I did watch some incredible uses of technology  in the aftermath of Sandy.  On my social media accounts, I saw countless posts raising funds, collecting donations, and even setting up carpools to personally assist the people who were suffering the most.  I saw virtual "check-ins" from people trying to be sure other loved ones were ok, but did not have the means to make phone calls (I even set up my own in my East Coast Coaches group on My Big Campus to find out how we could support each other and how everyone was faring). Craig's List filled with people willing to part with generators and wet/dry vacuums knowing that the demand far exceeded the supply on the East Coast.

Some say that social media is destroying the fabric of our society, but I would counter that sentiment by examples of what I saw first hand just this month.  Social media will never replace face-to-face interactions, nor can it break the spirit of humanity that is instilled in each of us.  Social media helps connect us and gives us a venue to reach out to people that otherwise would be beyond our scope.  The people of New York, New Jersey, Maryland, Connecticut, and more have certainly felt the benefits of this social media outreach.

Go Outside and Play!

Audrey and Wyatt's Poomse for TaeKwonDo

How much is too much for our Digital Natives?  I mean, between them being tethered to their phones, iPods, iPads, and laptops, (plus the mindless episodes of SpongeBob) when are they getting unplugged and playing?

I realize that I preach endlessly on the benefits of technology, especially when it comes to teaching, but the truth is I think that we can oversaturate our kids to an unhealthy point if we are not careful.  I earlier blogged that one of the benefits of cell phones in school is that students learn proper self-control of the device.  I feel that this same sort of control needs to be exhibited with all of the electronic devices in students' lives. It does not make sense to allow for unlimited access to technology, even for Digital Natives. These students may have been born with an iPad touch in hand, but their ability to self-regulate is not even close to being developed.

One great thing about teaching with technology is the efficiency of instruction and learning. Immediate feedback from on-line activities, interactive lessons, and game-like instruction make learning from technology not only more fun, but also more appealing.  Students that take virtual classes or attend  virtual schools especially spend a majority of their school day at a computer.  Learning management systems like My Big Campus allow any teacher to use technology to enhance their instruction and transform their classrooms into places where students are gaining 21st Century skills while learning content.  It is important to acknowledge that many of these hours in school are on-line and need to be accounted for when thinking of activities for students outside of school.

I know that once my own kids get home from school and I am tired from a full day's work, it is easiest to turn on some sort of electronic babysitter.  I can justify this by telling myself that they have been running around all day.  The truth is, however, that they are plugged in quite a bit during the day instead of running laps around the building.  Especially on the rainiest of days, I occasionally give in to the computer play or television shows.  I do notice, however,  that this type of plan usually backfires at bedtime when the kids are completely wired after expending little energy during the day.

For my kids to make the most out of their academic time on-line, they need to be monitored with their extra-curricular activities to provide a balance of digital play and physical play. Even on rainy days, we can mix it up with some active games on the Wii.  Teaching these Digital Natives a healthy balance of physical and technological activities will prove to be no small task as evidenced by the climbing childhood obesity and diabetes rates in the United States.  It is clear, though that part of teaching good digital citizenship is teaching students when to unplug...and go outside and play!

5 Things I Need My Kids To Learn at School

At the kitchen table this week, my oldest was working on labeling the continents and oceans (side note: there is one more ocean since I went to school, which goes by the name Southern or Antarctic Ocean).  My youngest was trying to cut out shapes by staying on the dashed line, which is hard if you are five years old.  So, I suppose these are important skills to learn as they are building blocks for other, more complex tasks.

What if she forgets her geography, though? What if he really does never master his cutting? What other skills will they try to grasp that they may forget?  What if they can't learn something- I mean, if it is simply out of their realm of understanding?

I think I could handle it if Audrey just is not a math whiz or if Wyatt does not enjoy the beauty of conjugating verbs, but there are five things I refuse to let slide.  These are the five essentials to me that they need to learn in school.

#1- Collaboration
Kids are growing up in a digital age that has now blurred all barriers of continental lines, time zones, and languages.  I insist that they learn to function as a part of a team- both as leaders and followers.  Clear communication, integrity, respect, and sharing are all skills that are honed through learning how to collaborate on assignments, in the classroom, and in the real world.

#2- Digital Citizenship
Students need to learn the art of connecting with others appropriately on-line.  In the scary, unmonitored, digital social environments, students can easily fall into sloppy, rude, unflattering, or even dangerous habits.  We can model this at home, but it is more of a fabricated environment than when they are in school.  Learning managements systems like My Big Campus provide a safe, monitored environment for students to develop skills like on-line communications, appropriate discussions, and proper netiquette.

#3- Synthesizing
Digital natives assimilate information very differently than the traditional linear methods from my own youth.   Today's kids are hard-wired to grab snippets of information from a variety of sources, but they need assistance learning to weave together the information to create their own learning.  This is a skill I feel critical to master while still in grade school.  Whether students enter the workforce or go on to higher learning, they will need to be able to synthesize information to make meaning of the world.

#4- Love of Learning
As a classroom teacher in public education for fifteen years, there was little sadder to me than an unmotivated student.  I understand not being interested in a certain subject or having preferences, but people have somewhat of an innate curiosity.  I feel it is the job of K-12 educators to hone these curiosities and help the students find how to pursue their interests either for careers or hobbies as lifelong learners.

#5- Imagining
I want my kids to believe, even at the end of their formal grade-school education, that they can do anything.  I don't want in-the-box, textbook answers- I want the ability to dream of anything.  LMS's such as My Big Campus allow students and teachers to create, design, develop, and grow without the confines of a traditional classroom setting.  With 24/7 access to a wealth of resources and supported on-line schoolwork, even assignments like book reports turn into interactive experiences with audio and video components.  Kids should not be stifled into conformity, but rather should leave school with endless tools for imagining and creating.

I realize these are high demands, but it is a high-stakes world students are stepping into from high school.  Imagine a world where everyone stepped from the hallways of their grade schools having mastered the skills above!  I believe big results like finding the cure for cancer and ending world hunger would be inevitable!  I can come to terms with my kids not mastering chemistry or forgetting how to diagram a sentence.  I will only support, however, an educational experience that focuses on their gaining these essential skills.

Phone follies

Audrey playing a word game on my phone

About five years ago, I was teaching a group of fourth grade students and, while reaching into her book bag for a folder, Miranda's cell phone fell out.  OH NO! Our school had a policy much akin to old-school parenting: cell phones were not to be seen nor heard. The look of horror on poor Miranda's face-  and it was an honest mistake, so like any decent teacher, I mouthed "put it back" and gave her a wink.
She did.  Of course she did.  Miranda is a great kid and had learned to follow the rules at school.

I looked around the room and I wondered how many other fourth graders had a cell phone.  So I asked (premised with a promise that I was not going to confiscate the phones) who had a phone.  Twenty two hands went up.  Two stayed down.  In a Title I, rural, 85% free and reduced lunch school, 92% of our fourth graders had a cell phone.   I ventured further. "Who do you call?" "Why do you need that?" "Is it nicer than my phone?"   I discovered that they call their parents to check in and siblings to pick them up, they are allowed a certain amount of texts, and most have to fork the phone over to Mom or Dad by about 9:00 PM.

At first I thought of my own second grader and how there was no way she would need a phone until she was out driving.  And then did I really want her in the car with a phone?!? What if she tried to text while driving?!? Maybe she can wait until she is 25 before she needs a phone...  Then I stopped snowballing and thought of my reasons for her not having a phone, like she is too young, I never had one at that age, she does not need to be making calls, she should be under adult supervision at that age (and the adult would have a phone if need be).  I realized I was comparing my childhood experiences with hers.   The reason I didn't have a phone were because they did not exist.  It was a much slower-paced, disconnected time and place.  One pro of her having a phone are that she could contact Wayne or I if need be, which is no small pro.  She has grown up in a world of immediacy that is unlikely to go backward, for one.  It would be nice to have her text me when she is ready to be picked up, forgets her gym shoes, etc.   I understand that there are procedures in place for that like stand in line to use a phone, leave class to go to the office to make a call, set predetermined pick-up times.  But as a teacher, I much preferred to let a student fire off a quick text to Mom to bring shoes or tell Dad track was cancelled than to miss the class time going back and forth to the office.  

Of course, this is taboo to talk about for some folks.   The freedoms that come with a cell phone invoke images of students ignoring instruction, instigating fights, and setting up drug deals on the playground in the minds of digital immigrant educators.  I would argue, though that the reason students do not know how to use cell phones with proper etiquette is because we don't teach them.  All of a sudden they don't have to hide them in high school and they have no idea how to appropriately function with a cell phone at school.  Perhaps if we started early by teaching them that turning off phones during instruction is just like turning them off at church, a wedding, the dinner table, in a meeting at work, or a movie.  The same as I would never endorse a teacher answering a call in the middle of class, students learn quickly from proper modeling.  Why not start modeling proper use at the younger ages?  The kids clearly already have the devices and these devices are becoming much more easily controlled by parent restrictions.

You see, Miranda was a responsible, mature student who could have benefitted from BYOD policies had she been able to actually use it.  Phones are not just for calls and texts anymore. Students use their phones to organize themselves with calendars and file storage.  My students accessed our learning management system through the My Big Campus app to have 24/7 access to resources and schoolwork.  They also use their phones to take notes, set reminders, calculate, time, and record.  As I looked around my classroom at the five-pack of desktops, I thought about how beneficial it would be to let students use their own devices instead of relying solely on those the school-provided.  Both the have and have-nots would profit from lower tech to student ratios.

Jason Ohler, Author of Digital Community, Digital Citizen, has this to say about technology in the classroom, "Digital citizenship is impossible until we help students live one life instead two. Right now they live two-a digitally unplugged life at school and a digitally deluged life outside school.” Banning phones from schools not only strips students of the very tools they need to function in school, but also robs us of an opportunity to teach them proper use of cell phones.  I want my kids to learn cell phone etiquette,  budgeting time, and not being distracted by the phone when their attention should be elsewhere.  Our children will need these skills whether they enter the workforce or go on to higher learning- and I believe that even at the elementary level, our students are ready for these lessons.

Team Lennon: Digital Natives

Me, "Daddy didn't answer his cell phone, kids. I am not sure when he'll be home but we can go to the pool once he is here."
Audrey, "Why don't you e-mail or ping him?"
Ping.
 My seven year old just used the term "ping"- and correctly. When I was seven, the word "ping" only came before "pong."  And if Daddy didn't answer the phone at work, too bad.  There was no backup plan for making contact.  But here is my seven year old armed with all sorts of digital stalking techniques for finding her father.

Truth be told, she comes about it honestly.  My husband, Wayne, and I have always meandered the fine line between technology nerds and technology hoarders.  An informal inventory of the apparati in the house includes our eldest, a desktop that was purchased over five years ago that is used pretty much as a footrest (the CPU).  We have four laptops, four smartphones, two iPads, a tablet, and a partridge in a pear tree- all less than two years old.  Our attic houses a disturbing graveyard of R.I.P. technology that ranges from cell phones the size of a small loaf of bread to laptops that weight about as much as my youngest child.  The heap of cords and chargers itself is just shy of the area requirements to become its own zipcode.  We hold onto them for reasons unknown- some uncomfortable feeling that if we get rid of it, the world will suddenly tailspin back to 1995 and we will be caught without our DVD/VCR combo machine.

But the world is not moving backward and as much as Wayne, and I throw ourselves into new devices and contraptions, we will never operate with the level of ease that our children do. My five year old son was watching Wayne undress his technology from his person and as he dropped the computer bag to the floor and unlatched the work and personal phones, my son thought nothing of grabbing the iPad, flipping it on, and reading a Tumblebook.

I remember the first time we let him use the iPad and I tried to give him a tutorial of my expertise (I had owned it for less than 24 hours).  Wyatt squirmed away from me grumbling something about, "Geesh. Just let me use it."  I was afraid he would be frustrated and perhaps take it out on the device, so I stuck close by to watch for any signs of ire.  We had a few apps on there for the kids, but I had not even had a chance to show him which ones so I was fairly confident I would be beckoned back to resume my lesson.  Instead, he tapped, pinched, explored, tried, swiped, and rotated his way into a functional understanding of how to play Angry Birds.  He even found the volume button, which I had not even thought to look for at that point (the grunty and chirpy noises from the game definitely caught me by surprise!).  I am fairly certain he does not remember life without the iPad.  He learned how to use the computer before he learned how to ride a bicycle, or even write.

I realized even in my classroom, where I was trying every tool possible to flip my classroom using My Big Campus, I was not the expert. If I ran into a roadblock, I needed to ask an expert; a digital native.  And now I have two of my own digital natives to show me the ropes at home.  Of course they run, take martial arts, and are avid swimmers- but their lives are infused with technology in just about every aspect I can think of.  Their school system uses My Big Campus to teach them skills like organizing files digitally, cyber-safety, and good digital citizenship that may not be second nature.  As for the will and desire to use technology to expand their world, that is hard-wired into them.  They are truly digital natives.

Digital keepsakes: e-portfolios

Last night I looked through my seven-year old's Kindergarten work and marveled at the improvements she has made in just two short years. Sheets of paper with crooked A's and smiley faces with no nose have now been replaced with correctly spelled words written tightly between two lines.  The next step will be elaborate stories, then maybe colorful poetry, the obligatory research paper...  As I returned the Kindergarten scrapbook I had assembled to the shelf, a few thoughts hit me at once.

It made me sad to see that even beneath the protective plastic, in just two short years, the pencil markings were fading, corners were curling, and I had even ripped a few artifacts trying to maneuver them into place.  Who knows if these will weather the next five years? Ten years? Long enough to show her children?

I had to make some painful decisions about what went into the scrapbook due to the restriction of a three inch scrapbook binding.  Deciding which fish picture was the "keeper" or which handwriting sample was the most fun to revisit was uncomfortable, at best.  These are decisions that I had to make, however as I envisioned one scrapbook for each child for each grade level taking over my entire living room.  Oh how I treasured each of those relics I put in the recycle bin. Some items I could not keep for sanitary reasons like the macaroni necklace.  Some items I could not keep for space reasons, like the body tracing complete with googly eyes and yarn hair. Those are now just sweet memories.

Her scrapbook is also lacking Audrey's laugh, her Kindergarten songs, and how she could not possibly sing the Monkey's on the Bed counting song without pursing her lips and putting her hands on her hips during the "Doctor said" part. Her voice would also drop at least two octaves.  But there was no real way to throw that under protective plastic either.

There is one copy of this book.  I would like to think I will give it to her one day, but that makes me nervous as well. Then I don't get to enjoy it.  Or what if something happens to this copy?  There's no backup, no re-do.

It is for these reasons and countless others that I encourage the use of e-portfolios in My Big Campus.  Imagine having the ability to bundle any artifacts and document the development of your child or student over the span of his/her  educational career. In one place, the tracings of the alphabet all the way through the historical essay in the eleventh grade...and everything in between!  With an e-portfolio MBC bundle, you can add photographs, audio, and video- and then rearrange it all with a few quick drag and drops.  Because there is unlimited storage space, there is no need to make stressful decisions about what to keep.  Best of all, these can be copied, shared, and admired by as many people as you want asynchronously.

It is a digital age and these are digital natives.  Instead of the traditional portfolio, it is time to move into the digital portfolio age.