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2/7/09 by Bret Eynon. The impact of the ePortfolio experience on LaGuardia students is profound. The process of examining their own learning across semesters and creating digital self-portraits of themselves as learners manifests many of the qualities of embodied and situated learning pedagogy. As a sustained, recursive process, stretching the focus of learning across semesters, it helps LaGuardia students engage and succeed as students and come to new understandings of themselves as learners and professionals. Using multimedia tools that permit them to share visually rich and compelling portfolios with others around the world, they connect what they're learning in their courses to the rest of their lives:  work, family, culture, change. In the process, they engage multiple learning dimensions, notably including the affective. Their awareness of the public, visible nature of their presentation adds depth and significance to the experience, helping them see themselves and their stories as meaningful and significant to a broader world. The impact of the sustained ePortfolio experience goes well beyond improving technology skills, or even pass rates and retention rates. At some broader level it demonstrates the ways that a broad and sustained effort toward embodied and situated learning can combine to help students develop as thinkers and doers, with a new sense of themselves and their significance in a complex and ever more digital world. 

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