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ePortfolios
Information literacy & Web 2.0
Pru Mitchell Senior Education Officer
About me
mywriting
my work
my profession
my ePortfolio
myconnections
myinterests
mylearningmyCV
Why ePortfolios & Info Literacy?• introduction of a Personal Learning
Plan for South Australian senior secondary students
• increasing discussion on ePortfolios in Australia and worldwide
• debate about 21st century/Web 2.0 information literacy
SA Personal Learning Plan
students learn how to
“develop, implement, review and adjust personal learning goals and
choices to prepare for their education and their future career and life
pathways”
SACE Personal Learning Plan
Capabilities SACE
citizenship
communication
learning
personal development
work
Personal Learning Plan Subject Summary
Stage 2 Research project
students undertake a detailed self-directed study in an area of interest
• identify, develop, reflect on, and evaluate capabilities
• communicate findings, new ideas, and new insights
• take responsibility for providing evidence of their learning and ensure that the teacher verifies it
Research Project Subject Summary
Challenges
• for learners
• for teachers
• for timetablers
• for moderators
• for teacher librarians
Remarkable Rocks
What is an ePortfolio?
An electronic portfolio is
a bank of files or a repository of digital evidence selected by students to demonstrate their learning and to
monitor their learning progress
VELS Glossary
Assessment
Image © State of Victoria (Department of Education and Early Childhood Development)www.education.vic.gov.au/studentlearning/assessment/preptoyear10/assessadvice/
Assessment AS learning
students in the centre of learning process• develop metacognitive practice• understand the purposes of their work• generate personal learning goals that link
to standards• actively reflect on their progress• take part in self and peer assessment
Satchwell & Grift
ePortfolio guru: Dr Helen Barrett
electronicportfolios.org
Reflection
We don’t learn from experience; we learn from reflecting on experience
(attrib. John Dewey)
Process or product?
the portfolio as process (collection, selection, reflection, direction, presentation)
the portfolio as product (the notebook, the website, the CD-ROM or the DVD and the technological tools used to create the portfolio-as-product)
Helen Barrett, 2008
What do ePortfolios look like?
Jess the Year 9 uses a wiki
Robert the academic has a great blog
Concetta the consultant lives in a social network
Julian the Moodleman plugs into Moodle
New Zealand manages Mahara
Jess @ jesseportfolio.wikispaces.com
Concetta @ me.edu.au/p/cgotlieb
ePortfolios in Moodle
mahara
Free trial spaces
www.edna.tv/mahara
www.foliospaces.com
Why ePortfolios?• increase learning effectiveness• improve information technology skills• enable accreditation beyond the
classroom environment• enable connections among formal and
informal learning experience• enable an archive of one’s artefacts and
reflections• enable the efficient management of
students’ work• increase transparency
Benefits of digital
• easier to maintain, edit and update • more likely to be reviewed • more readily include graphics, rich media
content, audio, animation and video • more flexible, accessible, portable, shareable• easier to search for and retrieve records• manipulate, tag, refine and reorganise
assets • not restricted to a linear, hierarchical or
chronological structure
Challenges
• finding the most convenient and time-effective way to create classroom e-portfolios
• teaching students how to properly create and use e-portfolios
• selecting, editing, and publishing e-portfolios demands student and teacher time
• dealing with file types: does everything have to be digital, or is it enough to reference paper-based evidence and artefacts?
Challenges (cont’d)
• storing ePortfolios requires server or online space
• transferring e-portfolios between grades or schools
• protecting the identity of students when publishing e-portfolios
• ensuring that e-portfolios are not tampered with after publishing
Who’s in control?
personal control of learning history rather than institutions controlling
learner history
George Siemens
Information literacy implicationscollecting
reflectingtagging
linkingselecting
presenting
Born digital
? Web 2.0?
media rich?
Managing a collection
collecting
reflectingtagging
linkingselecting
presenting
Collection policy
Cataloguing
Selection
criteria
Stages of ePortfolio maturity
1. scrapbook
2. CV
3. curriculum collaboration between student and faculty
4. mentoring leading to mastery
5. authentic evidence as authoritative evidence for assessment, evaluation and reporting
Love, McKean & Gathercoal 2004
Staying informed
• Australian ePortfolio Project Australian Universities
• Australian Flexible Learning Framework E-Portfolios
• European Consortium for the ePortfolio
• Jackie Miers ePortfolio resources
• Jerry Leeson Tech-Ed collisions blog
• me.edu.au ePortfolio community
Discussion points
1. What information literacy skills are pre-requisites for success in ePortfolio development?
2. Why is learner control of an ePortfolio so important?
3. How would you get started with your own personal or professional ePortfolio?
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