As delivered to MPLAN, October 4, 2012.

1. ePortfolios in 2012
“A global perspective from a
single viewpoint”
MPLAN
October 4, 2012

2. Learning Agents
Accelerated learning systems
E-learning resources & services
Learning community support
Consulting

3. ePortfolio 2012:
“What I did on my holidays”
• Mahara UK 2012
• Learning Forum London 2012
• AAEEBL 2012

4. ePortfolio 2012:
Chirps & tweets from my PLN
• PLN = Personal Learning Network
– Twitter, Slideshare, YouTube, Facebook
– UK, US, New Zealand, Australia,
Germany…

5. General impressions
Issues and Developments
• Web 2.0 and mobile
– Linkedin, YouTube, (Facebook)
– MaharaDroid, PortfolioUp
• Digital identity
– Wordpress, Google Sites, Weebly…
• Portfolios for learning
– K-12, Apprenticeship, Vocational, Undergraduate
– Post Grad, Continuing Professional Development
– Personal Learning Environments, Personal Learning Networks
• Organizational ePortfolios
– Academic program accreditation
• Open learning
– Open Education Resources (OERs), MOOCs, Open Badges, open source…

6. @timbuckteeth http://scoop.intel.com/what-happens-in-an-internet-minute/ 20120313

7. Social Media and Recruiting

8. LinkedIn
• Started 2003
• Currently 175m+
• 2 new members per second
• 5m+ in Canada (39.5% in 1 year)
• 2m+ companies have LinkedIn pages
• Includes executives from 100% of Fortune 500
• 85% of Fortune 100 use its hiring solutions
• Acquired Slideshare in May 2012

9. Managing your digital identity

10. ePortfolios and education
AAEEBL
• Association for Authentic, Experiential and
Evidence-Based Learning
• “a non-profit, professional organization for the
world eportfolio community”
• 106 Institutional Members in 5 countries
• Harvard, Notre Dame, Columbia, Purdue,
Washington, Stanford, Tufts…
• Publish International Journal of ePortfolio
• Annual conference, regional confernces

11. AAEEBL Member Survey 2011
Platforms
http://www.aaeebl.org/Resources/Documents/TAL/TAL_v3n3_2013_06.pdf

12. AAEEBL Member Survey 2011
Reasons for Adoption

13. AAEEBL Member Survey 2011
Other drivers

14. ePortfolio Trends in Education
2007 to 2012 (Batson)
THEN (2007) NOW (2012)
Institution-centred Institution and learner
Assessment-centred Learning and assessment
School-time limited Lifelong, lifewide
Reinforcing status quo Supporting new learning and assessment
designs
Based in academic institutions Individual accounts, growing interest in
corporate HR
Higher education pilots Expansion into K-12, ambitious
implementations at community colleges
A Survey of the Electronic Portfolio Market Sector:
Analysis and Surprising Trends
By Trent Batson 10/12/11

15. Video
ePortfolio at LaGuardia

16. ePortfolios for K-12
MyPortfolio, New Zealand
• 1,125 schools, 40,465 active accounts, 7,525 groups
• Built on Mahara
In Canada: ePEARL

17. The Open Badges Initiative
A good thing?
Richard Wyles, Totara LMS at MaharaUK12
http://maharauk.org/mod/resource/view.php?id=117

18. Capturing the learning path
• Illustrates the learning path rather than
aggregated assessments
• Badges can be more granular, aligned to a
specific achievement
• Portable, alternative certification model
Wyles, 2012

19. Visual recognition of achievement
With links to validation
• Perceived value will differ based on the “use
case”, or community. A wide variety of badge
systems will emerge;
 Formal education
 Professional bodies
 Peer to peer recognition
 Corporate, workplace learning
• Infrastructure to support diversity of contexts
with better robustness and connection to Issuer.
Wyles, 2012

20. Embedded information
• Who was the Issuer?
• Issue date
• Brief description of how badge was earned
• Links to artefacts, testimonials etc.
– i.e. the e-portfolio
• Web service for verification.
– “Did the Issuer issue the badge?”
– “Is it still valid?”
Wyles, 2012

21. Open Badges: Risks and Benefits
• Infrastructure for alternative credentialing
– Modern society demands new and dynamic skills and
literacies. Requires innovation and flexibility in
learning environments
• Anyone can issue accreditations about anything?
Won’t this lead to badge “bling” and therefore
badges become meaningless?
– Badges need credibility but it’s within context
– Only some will gain credibility
Wyles, 2012

22. http://neilhammond.blogspot.co.nz/2012/05/op
What might happen afterwards?
en-badges-visual-design-and-semantic.html
•
 Evolve, affect formal education
 Employers & learners may prefer it to standard CV structures
Wyles, 2012

23. Open Badges and Moodle/Mahara
Wyles, 2012

24. Secure online transcripts
Digitary
University
3. Verify 1. Issue
2. Define and share URL
Employer www.digitary.net Graduate

25. Don Presant Linda Maxwell
Career Portfolio
Manitoba
Essential Skills ePortfolio
for Employability

26. Sponsors: WEM & WPLAR
Workplace Education Manitoba, Workplace PLAR
• Nonprofit partnerships of Government,
Business and Labour
• WEM: workplace education in Essential
Skills
• WPLAR: workplace Recognition of Prior
Learning
wem.mb.ca
wplar.ca

27. Essential Skills ePortfolio
Program overview
• For Adults in Transition
• Leverage the “e” factor
• Accessible and authentic ICT
– Free software
– Accessible multimedia hardware
• Provide ongoing learning support
– Gap training / PD for SMART goals using Moodle

28. Demonstration

29. Vision for Career Portfolio Manitoba
Lifelong development
• All Manitobans
• Learner owned
• Private and public
• Lifewide: home, community, school, work...
• Based on (not restricted to) Essential Skills
• Built through partnerships of stakeholders, with
WEM and WPLAR as “anchor tenants”
• Globally aware, locally relevant

30. Future options
Next steps and over the horizon
• Self-directed online course
– Coming soon
• Integrated-learning
– Moodle
• Open Badges
– Mid 2013?
• Skills marketplace
– Currently exploring

31. ePortfolios and RPL
Emerging answers to “too much work!”
• Process -> Product -> Process
– Portfolios FOR learning -> Portfolios OF learning
– Personal Learning Environment -> Achievement Showcase
– Learning Assignments -> Evidence of competency
– Learning stream -> Learning trail
– Learning network -> Validation network
• Mix -> Remix
– School -> Work -> School
• Gap learning, open learning
– Summative -> Formative
– Match -> Rematch
– Facilitated -> Self directed

32. Personal Planning and Learning
Online Locker, Interactive Workbook
• Online archive
– Personal & downloaded documents, links
• Resources for self-directed learning
– Webinars, videos, self-assessment surveys
• Learning plans and tracking tools
– Set goals and track progress to them (Learning Plans)
– Keep records of learning activities over time (CPD)
• Personal journal
– Reflect on goals and alternative futures
– Keep ad hoc “notes to self”, prepare agendas, etc.
• Ongoing Personal Learning Environment (PLE)
– “Continuous Learning Environment”

33. Employment & related purposes
Demonstrate, assess & improve Human Capital
• Qualification Recognition
– Initial, formative, summative assessment
• Academic recognition
– PLAR/RPL for courses and programs
• Career Development
– Gap analysis, exploration of alternatives, building pathways
• Employment (Web CV)
– Hiring, career advancement, team building tool for employers
• Continuing Professional Development (CPD)
– Tracking ongoing learning activities and reflection on practice
– Recertification

34. ePortfolios & Higher Education
Points of Convergence
• Institution/Program admission
– RPL for admission & course challenge
– Gap learning
• Undergraduate learning
– First year general studies
– Course specific/program wide
– Work experience, internships
• Capstone
– Graduate Attributes
– Employability (“School to work”)
• Continuing Education/ Professional Development
– Including course/program/credential challenge
• Personal Learning Environment

35. Post-secondary challenge
Model example: Athabasca

36. Success Factors
Student perspective
• Watch the frame of reference
– Emphasize “internal” (personal values & interests) over “external”
(expectations of employers & recruiters)
• Focus on learning, not just assessment
– PLE, lifelong companion, personal narrative
– Private, shared and public space
• Start early and monitor progress
• Emphasize content over technology
• Provide opportunities for peer interaction
– Peer review, brainstorming, portfolio buddies, presenting portfolios
• Take small steps with lots of scaffolding
– Simple tasks to begin, provide examples
– Provide technical and content support and feedback
• Eat your own dog food (i.e. build your own eportfolio)

37. Benefits
• Supports undergraduate learning
– Embedded learning activities
• Holistic view of the graduate
– Diverse evidence aligned to graduate outcomes
– Interdisciplinary, lifewide
• Supports professional identity development
– Scaffolded reflection
• Ongoing professional development tool
– Personal Learning Environment

38. What is ePortfolio?
Where we started
http://www.jiscinfonet.ac.uk/infokits/e-portfolios

39. Don Presant
don@learningagents.ca
(204) 219-5933
PRESENTATION SUPPORT PAGE
http://bit.ly/epin2012