An Introduction to E-Portfolios

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An immersive introduction to e-portfolios and the Mahara e-portfolio tool By Leonard Low [email protected] Teaching & Learning Centre, University of Canberra (CC:BY:NC:SA) Creative Commons 2009

description

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.

Transcript of An Introduction to E-Portfolios

Page 1: An Introduction to E-Portfolios

An immersive introduction to

e-portfoliosand the Mahara e-portfolio tool

By Leonard [email protected] & Learning Centre,University of Canberra

(CC:BY:NC:SA) Creative Commons 2009

Page 2: An Introduction to E-Portfolios

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)

Page 3: An Introduction to E-Portfolios

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

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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.

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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

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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

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Some Other Definitions

“Portfolios, in education and personal or 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)

I can has portfolio?

(Sure – this one

cost AU$80)

Page 8: An Introduction to E-Portfolios

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

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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?!

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E-Portfolios vs Portfolios (without the Ease!)

E-Portfolios Portfolios

Class “Double Bubble” Activity – compare and contrast e- and non-e portfolios.(Differences get written inside each bubble. Similarities get written in between.)

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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?)

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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…)

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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

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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).

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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

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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 prizesPeter Seldin, 1997, “The Teaching Portfolio: A Practical Guide to Improved

Performance and Promotion/Tenure Decisions”

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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)

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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…)

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Another view of affordances: (E-)Portfolio Processes & Ownership

PlanningValidatingAssessingRecording

E-Portfolios

VerifyingModeratingAccreditingCertifying

RecognisingReflecting

Presenting

G. Attwell, 2005, “Recognising Learning: Educational and pedagogic issues in e-Portfolios”

External World Learner

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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

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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!

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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…