This presentation provides an introductory, immersive workshop on the use of e-portfolios in education settings. It uses an activity-based learning model in which participants create "artefacts" - creating a "portfolio" for each group by the end of the session.
Judging the Relevance and worth of ideas part 2.pptx
An Introduction to E-Portfolios
1. An immersive introduction to
e-portfolios
and the Mahara e-portfolio tool
By Leonard Low
leonard.low@canberra.edu.au
Teaching & Learning Centre,
University of Canberra
(CC:BY:NC:SA) Creative Commons 2009
2. Icebreaker
Groups of 4 (or so). In the next 5
mins:
– Put on a coloured tag to identify your
group!
– Please introduce yourselves to each
other. On the papers provided, please
record:
Your names, and your roles in
education
Your aims - what you hope to learn
from this workshop (dot points or
concept maps are fine)
3. Your Aims – and Mine
Groups will now introduce themselves and their aims.
My aims today:
– To share some ideas on
What e-portfolios are
Strategies for using e-portfolios to support learning, assessment,
employability, professional development, and lifelong learning
– To support you as you try out Mahara, an online e-portfolio tool
So you experience the strengths of Mahara
So you understand how Mahara can be used for the e-portfolio
strategies we discuss above
So you also understand Mahara’s limitations and areas it needs
improvement
4. Defining E-Portfolios
What is an e-portfolio? In
the next 5 minutes, in your
groups, please write down
your thoughts on how you
might define an e-portfolio.
When we’re all finished, we’ll
share our thoughts, and look
at some other definitions.
5. Some Other Definitions
“An e-portfolio is a learner-driven collection
of digital objects demonstrating experiences,
achievements and evidence of learning. E-
portfolios provide learners with a structured way of recording their
learning experiences and work history. E-portfolios can be developed
quickly and easily … to capture live evidence through the use of
mobile phones and point-of-view devices, and can include a range of
digital evidence such as audio, video, photographs and blogs.”
Miller (2008) - Australian Flexible Learning Framework
6. Some Other Definitions
“The general characteristics of an e-portfolio are described by the
Centre for Recording Achievement (CRA) as being:
– A “repository” for “artefacts”
– A means of accessing personal information, perhaps held in
distributed databases
– A means of presenting oneself and ones skills, qualities and
achievements to others
– A means of collecting and selecting assessment evidence
– A guidance tool to support review and choice
– A means of sharing and collaborating
– A means of encouraging a sense of personal identity.”
Ward & Grant (2007), cited in Hallam et. al. (2008) - ALTC Australian e-Portfolio Project
7. Some Other Definitions
“Portfolios, in education and personal or I can has portfolio?
professional development, are collections of
documents and other objects that can be
shown as evidence to support claims a person
makes about what they know, what they have
achieved, and what they can do. As for e-
portfolios, a common starting point is that they
are simply electronic versions of physical
portfolios that contain digital objects instead
of physical objects. They are ‘…the new
generation of the old 3-ring binder’.”
JISC (2006) cited in Stefani, Mason & Pegler (2007)
(Sure – this
one cost
AU$80)
8. Affordances of E-portfolios
For the next 5 minutes, in your
groups, on the large paper
provided, please brainstorm the
possible uses of e-portfolios as a
concept map.
Your concept maps will be
shared with, and commented on,
by the other groups… later!
Some areas to consider (but
there may be more!): learning,
assessment, employability,
professional development, and
lifelong learning
9. Affordances of E-Portfolios (Discuss)
Over the next 15 minutes, we’ll be discussing some
of the affordances of e-portfolios that you’ve
identified in your groups:
– Comparison of e-portfolios with “binder” portfolios
– E-portfolios of learning
– E-portfolios for assessment
– E-portfolios for employment
– E-portfolios for professional development & lifelong learning
– Any others?!
10. E-Portfolios vs Portfolios (without the Ease!)
Class “Double Bubble” Activity – compare and contrast e- and non-e portfolios.
(Differences get written inside each bubble. Similarities get written in between.)
E-Portfolios Portfolios
11. Affordances: E-Portfolios vs Portfolios
Can be cheaper and easier to create and maintain for the end
user
Do not need to be physically brought, or sent, to viewers (e.g.
assessors, employers)
Can be easily shared with multiple people at the same time
Can present the same “artefacts” in different ways, for different
purposes/audiences (different “views”)
Can display media that “binder” portfolios cannot (e.g. film,
audio)
Can “link” between artefacts or documents, and to the web
… and many more! (What are Yours?)
12. Affordances: E-Portfolios for Learning
Collecting materials that track learning: achievements,
successes, and products
Selecting work based on critical self (or assisted) review and
design
Recalling and reflecting on previous work
Projecting (or Directing): identifying learning gaps or goals
and developing action or learning plans for the future
Presenting portfolios to teachers or peers, promoting
collaborative learning, self and peer evaluation, and setting
students up for PDP and lifelong learning
- Di Biase et al (2002) cited in Stefani, Mason & Pegler (2007)
- Plus yours! (Let’s Discuss…)
13. Affordances: E-Portfolios for Assessment
Learners gather evidence of learning or competency
into e-portfolio
E-portfolio serves as basis of self, peer, formative, or
summative assessment
– Consider whether assessment is “for” learning, or “of”
learning
– This may tie in with whether portfolios need to gather
evidence of process, or simply evidence or production
(“finished work”)
– Process: more reflection vs Product: more presentation
14. E-Portfolios:
Learning & Assessment Case Study
Handout: from University of Canberra “Learning With
Technology (7840)” subject textbook, “Integrating
Educational Technology into Teaching” by
Roblyer and Doering (5th Ed. 2009)
Note that this “blended” approach to e-portfolios also
incorporates an integrated curriculum strategy
(across several subject areas, and drawing on
multiple learner competencies for completion).
15. Affordances of E-Portfolios for Employment
Targeted, customised e-portfolios to address
specific selection criteria
Public “profile” that can be published web-
wide to attract job offers
Can be made available to multiple employers
simultaneously
Rich media support, attractive presentation,
and guided creation
16. Affordances of E-Portfolios for PD (e.g.
teaching portfolio!)
Link between learning & teaching portfolios:
– Teaching portfolio is opportunity for considered reflection on
one’s teaching objectives and delivery
– Provides a formal and verifiable record of teaching
accomplishment that can be used for variety of vocational
puposes, e.g. continuation/tenure review, salary review,
professional development planning
– Assists in applying for teaching positions, awards and
prizes
Peter Seldin, 1997, “The Teaching Portfolio: A Practical Guide to Improved
Performance and Promotion/Tenure Decisions”
17. What goes into a teaching portfolio?
Material from oneself:
– A statement on teaching philosophy & goals
– Statements of teaching responsibilities
– Course/lesson planning guides
– Record of professional development activities
– Evidence of teaching effectiveness such as summaries of student feedback,
evaluations
Material from others:
– Feedback from peer review and support
– Feedback on course materials
– Student evaluation data
– Honours or recognitions
Products of teaching/learning:
– Student learning outcomes such as grades & retention rates
– Examples of student work and feedback given to students
– Record/examples of student achievements
- Stefani, Mason & Pegler (2007)
18. E-Portfolios and Lifelong Learning
Could be created at school or university, and
referenced for rest of life!
Continued planning, development, updating
Alumni connections?
Promotion of university? (Every time a
graduate shows their e-portfolio to an
employer or colleague…)
19. Another view of affordances:
(E-)Portfolio Processes & Ownership
E-Portfolios
External World Learner
Verifying Planning
Recognising
Moderating Validating
Reflecting
Accrediting Assessing
Presenting
Certifying Recording
G. Attwell, 2005, “Recognising Learning: Educational and pedagogic issues in e-Portfolios”
20. A Self-Assessment Activity
In your groups, review your own concept maps
of the Affordances of E-Portfolios, and, with the
extra richness of our discussion, decide how
many “stars” your concept map deserves:
– Up to 3 stars for usefulness, quality and
completeness
– Up to 2 stars for creativity and originality
– Provide your self-assessment, any comments and
score, on the Post-It Notes provided
21. Some Peer Feedback
In the next 5 minutes, in your groups, look
at the other groups’ maps, and decide how
many stars should be awarded to each
group for their ideas:
– Up to 3 stars for usefulness, quality and
completeness
– Up to 2 stars for creativity and originality
– Provide your feedback and score, on the
Post-It Notes provided
Don’t worry, there is no
“winner” – every group will
get some stars!
22. YOUR “Portfolios”.
We’ll take a break soon.
When we return, we’ll be looking at Mahara and
applying a lot of what we’ve just been doing in a
“real” e-portfolio tool!
But first, it’s time to assemble your group portfolios.
We will be using these after the break:
– Names & Aims: Profile!
– Definitions: Reflection!
– Affordances Concept Map: Learning and Assessment!
– Stars: Your Group’s “Award” for Achievement!
Well done! Please come back in 10 mins…