Voigt Ascilite 2009 - Community embedded ePortfolios
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Transcript of Voigt Ascilite 2009 - Community embedded ePortfolios
Asci
lite
09
Christian Voigt
Learning & Teaching Unit
University of South Australia
A question of purpose: Community-embedded ePortfolios
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Background & My Motivation
• AD: Involved in various ePortfolio projects in an advisor role (learning technologies)
• All projects required a substantial additional investment (new tool, new concept)
• Motivational issues insufficiently addressed(abstract >> concrete)
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Outline
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Existing Guidelines
Existing Guidelines
Critical Issues Critical Issues
AudienceAudience Engaging ePortfolios Engaging
ePortfolios AudienceAudienceAudiencesAudiences
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Existing Guidelines
Classified by stakeholders • Educators – Best practice guidelines
– Collecting, planning, selecting, reflecting …
• Users – Support guidelines – Embedding multi-media, managing access-rights,
establishing means of communication
• Sponsors – Evaluation guidelines – Maturity levels: scrapbook, CV, mentoring, authoritative
evidence
• SW providers – Development guidelines ASCI
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Critical Issues 1: Pedagogical foundation
• Reflection (How do ePs support reflection?)• Assessment (What do we assess?)• Graduate qualities
– Do students have the necessary meta-cognitive skills so that grad quals can guide their use of ePortfolios?
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‘ Weatherproof ‘ ePortfolios
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Critical Issues 2: Long term vision
“life-time personal web space”
• Ownership model: trust, legitimacy of interventions
• Business model: longevity, separation of data & tool
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Community
embedded ePortfolios
ePortfolio(s)
LMS
Lecturer(owns course design)
Student(owns Portfolio design)
Primary Author
Visitor
Visitor
• Lecturer is accountable• Primary motivations are
grades & passing• Systems can provide
authoritative information (Links to grade books, placement systems, etc)
• Student is accountable• Primary motivations are personal
development & external feedback• Claims are not institutionally
endorsed (though might be linked to grade books, placement systems, etc)
Primary Author
Employers
Registration Agencies
Communities of Practice
Peers
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Community embedded practices
• Forming identities– Historical, institutional & sociocultural influences – Communities can enable a dialogue around these influences – Helps to understand (a) one’s own approach to learning and/
or field of study (b) others
• ‘Self-critical’ reflection– Different communities have different views– Helps to understand levels of complexity and counteracts
‘old patterns of interpretation’
• Networking (incidental practices) – Creating opportunities – Strength of weak ties
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Conclusion
• Potential Benefits – Purposeful networking component could become major
attractor
• Educational implications– product, process, audience – shift in emphasis: personal repository vs network
• Technological implicatons – Interoperability between eP services
(same or different tools)– Networking related features
(community members, following changes in networks)
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Outlook
• Bottom up approach (first)• Designing comprehensive learning ecologies
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Virtual Physical
Short-term(<1 year)
Long-term (> 1 year)
Networking eP s
(Course level)
Dedicated Student Lounge Lifelong eP s
(Program level)
Temporary Student Space
Solution Space