This document outlines an agenda for a webinar on e-portfolios. The webinar will include introductions, presentations on what e-portfolios are and their implications for e-learning, a demonstration of an e-portfolio system, and a question and answer session. Attendees will learn about using e-portfolios for learning, integrating the Mahara system with a learning management system, and how e-portfolios can support connected, personalized, and project-based learning models.

1. 2014 Webinar Series
SHOWCASE
ACHIEVEMENT
James Ballard
Victoria Simpson

2. 0-5 mins
• Welcome and Orientation
5-10 mins
• Session Introduction
10-40 mins
• Presentation
• Screen share
40-55 mins
• Questions
• Discussion
55-60 mins
• Conclusion
Session Outline
What you can expect

3. 15th Jul - Responsive Design
29th Jul - Open Badges
12th Aug - ScaffoldLMS Administration
9th Sep – LTI / TinCan (xAPI)
21st Oct – e-Portfolios
11th Nov - Assessment
Introduction
ScaffoldLMS Webinar Series 2014

4. Activity 1
INTRODUCTION POLL

5. 1. Understand e-Portfolios
What is an e-portfolio?
2. Using e-Portfolios for learning
Why are these useful to learning?
Ideas for good practice
3. Integrating Mahara with ScaffoldLMS
Assessing portfolio submissions
Examples of e-portfolios
Objectives
What we hope you will get out of the session

6. Section 1
WHAT ARE E-PORTFOLIOS?

7. LinkedIn – professional showcase
Word Press – learning blogs
The evolution of the digital footprint
Twitter – shared links
My Portfolios
Facebook – family and friends

8. Two Faces of e-Portfolios
Understanding the badges movement
What can they do?
An e-Portfolio is not a specific software
package, but more a combination of
process (a series of activities) and
product (the end result of the e-
Portfolio process).
Barrett, H. (2010)
The Collection
Portfolio as process
The Narrative
Portfolio as product
Organisation Chronological Thematic
Primary purpose Learning or
reflection
Accountability or
showcase
Reflection Immediate (present
tense)
Retrospective (past
tense)
Prospective (future
tense)

9. Achieving Balance
Balancing the two faces of e-portfolios

10. Personalised Learning Framework
An approach to assessing the impact of e-learning
Personalisation and Digital
Technologies
The logic of education systems should
be reversed so that it is the system that
conforms to the learner, rather than the
learner to the system. This is the
essence of personalisation.
Professional
Social
National
Institutional
Personal
Portal
Accreditation
VLE /
LMS
Portfolio
Personal
Learning
Plan (PLP)
Ballard & Butler, 2011

11. Dual Layer MOOCs
Integration of connectivist and instructivist

12. Assessment
Organisational e-Portfolios
Do I need an e-portfolio?
• Do I need to assess collections of diverse media content?
• Do I need to assess processes as well as products?
Identity
• Do my users need a ‘safe’ space to explore identities?
• Do my users need to develop a sense of affiliation or belonging?
Social
Networking
• Do I need a ‘walled garden’ for teams to collaborate socially?
• Do I need users or groups to showcase work digitally?
Organisational
personas
• Do I need to maintain an internal or public directory of staff portfolios?
• Do my users need to share their work with users outside of my
organisation?

13. Portfolio Interoperability
What do users get out of it when they leave?
Mediated Action
Vygotsky views the essence of cognitive
education as providing students with
new psychological tools (metacognitive
skills).
Metacognitive Skills
(e.g. reflection)
Portfolio
(Mediating agent)
User

14. Portfolio Interoperability
What do users get out of it when they leave?
Reusable Content
There is more value to developing an e-portfolio
if users know that they can
take their data with them when they
leave, or use it in other systems at the
same time.
Web Access
Reusable Assets

15. Activity 2
AUDIENCE QUESTION
• Are you using aspects of e-portfolios already?

16. Section 2
IMPLICATIONS FOR
E-LEARNING

17. Complex Learning Dynamic
A model of e-portfolio-based learning

18. Connected Learning
Maximise learning opportunity through distributed approach
Student
Records
SCORM
LTI
xAPI

19. Archaeological Pedagogy
A ‘bottom-up’ model for learning and teaching
Project based, context driven
inquiry
Linking personal interests to ‘models of
the world’:
• Choosing a place or a territory
• Assembling the evidence
• Formulating the problem –
identifying the concepts
• Connecting with the student’s life
story
• Projecting forwards towards a
learning outcome and identifying and
collecting specialist knowledge
Jaros and Deakin-Crick

20. Section 3
E-PORTFOLIO DEMO
• Project Work
• Professional Development
• Informal Learning
• Vocational Learning

21. Activity 2
Q&A DISCUSSION

22. Activity 3
CLOSING POLL

23. ScaffoldLMS Webinar Series 2014
THANK YOU
More information:
http://www.ninelanterns.com.au/
@scaffoldlms
https://www.linkedin.com/company/scaffoldlms