One approach is to make the portfolio (the collection itself, not the technology), the project of the course and then to make a capstone portfolio a requirement for graduation. This would mean that the student herself would continually re-craft and re-comment on the collection. The collection would be winnowed down, the student would write a summary of achievement and link to examples within the portfolio collection itself to support claims about achievement.He's in favor of reducing complexity to facilitate understanding, arguing that:
A large collection of undifferentiated work over 2 years or 4 years or more is not of much use to anyone. It is like the boxes of photos and letters and clippings out of which people make scrapbooks--the scrapbook (ideally) creates some coherence, selects work that is representative, and therefore conveys a message. This is the process for capstone portfolios: constantly building a student’s academic identity over time by re-visiting and re-working the portfolio collection.This is an idea worth refining.
Here's another article in Campus Technology that is worth checking out on classroom design.