ePortfolios and information literacy

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What has sparked this interest in ePortfolios and school libraries? Partly the introduction of a Personal Learning Plan for South Australian senior secondary students, combined with increasing discussion on ePortfolios in Australia and worldwide, and the ongoing debate about 21st century information literacy.


<ul><li>1.ePortfolios Information literacy &amp; Web 2.0 Pru MitchellSenior Education Officer</li></ul> <p>2. About me my writing mywork myprofession myePortfolio my connections my interests my learning my CV 3. Why ePortfolios &amp; Info Literacy? </p> <ul><li>introduction of a Personal Learning Plan for South Australian senior secondary students </li></ul> <ul><li>increasing discussion on ePortfolios in Australia and worldwide</li></ul> <ul><li>debate about 21 stcentury/Web 2.0 information literacy </li></ul> <p>4. SA Personal Learning Plan </p> <ul><li>students learn how to</li></ul> <ul><li> develop, implement, review and adjust personal learning goals and choices to prepare for their education and their future career and life pathways</li></ul> <ul><li>SACE Personal Learning Plan </li></ul> <p>5. Capabilities SACE Personal Learning Plan Subject Summary work personal development learning communication citizenship 6. Stage 2 Research project </p> <ul><li>students undertake a detailedself-directed study in an area of interest </li></ul> <ul><li>identify, develop, reflect on, and evaluate capabilities </li></ul> <ul><li>communicate findings, new ideas, and new insights </li></ul> <ul><li>take responsibility for providing evidence of theirlearning and ensure that the teacher verifies it </li></ul> <p>Research Project Subject Summary 7. Challenges </p> <ul><li>for learners </li></ul> <ul><li>for teachers </li></ul> <ul><li>for timetablers </li></ul> <ul><li>for moderators </li></ul> <ul><li>for teacher librarians </li></ul> <p>Remarkable Rocks 8. A case for ePortfolios? ? 9. What is an ePortfolio? </p> <ul><li>An electronic portfolio isa bank of files or a repository of digital evidence selected by students to demonstrate their learning and to monitor their learning progress VELS Glossary </li></ul> <p>10. Assessment Image State of Victoria (Department of Education and Early Childhood Development) www.education.vic.gov.au/studentlearning/assessment/preptoyear10/assessadvice/ 11. Assessment AS learning </p> <ul><li>students in the centre of learning process </li></ul> <ul><li>develop metacognitive practice </li></ul> <ul><li>understand the purposes of their work </li></ul> <ul><li>generate personal learning goals that link to standards </li></ul> <ul><li>actively reflect on their progress </li></ul> <ul><li>take part in self and peer assessment </li></ul> <ul><li>Satchwell &amp; Grift </li></ul> <p>12. ePortfolio guru: Dr Helen Barrett </p> <ul><li>electronicportfolios.org </li></ul> <p>13. Reflection </p> <ul><li>We dont learn from experience;we learn from reflecting on experience (attrib. John Dewey) </li></ul> <p>14. Process or product? </p> <ul><li>theportfolio asprocess(collection, selection, reflection, direction, presentation)</li></ul> <ul><li>the portfolio asproduct(the notebook, the website, the CD-ROM or the DVD and the technological tools used to create the portfolio-as-product ) </li></ul> <ul><li>Helen Barrett , 2008 </li></ul> <p>15. What do ePortfolios look like? </p> <ul><li>Jess the Year 9 uses a wiki </li></ul> <ul><li>Robert the academic has a great blog </li></ul> <ul><li>Concetta the consultant lives in a social network</li></ul> <ul><li>Julian the Moodleman plugs into Moodle </li></ul> <ul><li>New Zealand manages Mahara </li></ul> <p>16. Jess @jesseportfolio.wikispaces.com 17. Robert @ elggeduspaces.net/drrf 18. Concetta @m e.edu.au/p/cgotlieb 19. ePortfolios in Moodle 20. mahara Free trial spaces www.edna.tv/mahara www.foliospaces.com 21. Why ePortfolios? </p> <ul><li>increase learning effectiveness </li></ul> <ul><li>improve information technology skills </li></ul> <ul><li>enable accreditation beyond the classroom environment </li></ul> <ul><li>enable connections among formal and informal learning experience </li></ul> <ul><li>enable an archive of ones artefacts and reflections </li></ul> <ul><li>enable the efficient management of students work </li></ul> <ul><li>increase transparency </li></ul> <p>22. Benefits of digital </p> <ul><li>easier to maintain, edit and update</li></ul> <ul><li>more likely to be reviewed</li></ul> <ul><li>more readily include graphics, rich media content, audio, animation and video</li></ul> <ul><li>more flexible, accessible, portable, shareable </li></ul> <ul><li>easier to search for and retrieve records </li></ul> <ul><li>manipulate, tag, refine and reorganise assets</li></ul> <ul><li>not restricted to a linear, hierarchical or chronological structure </li></ul> <p>23. Challenges </p> <ul><li>finding the most convenient and time-effective way to create classroom e-portfolios </li></ul> <ul><li>teaching students how to properly create and use e-portfolios </li></ul> <ul><li>selecting, editing, and publishing e-portfolios demands student and teacher time </li></ul> <ul><li>dealing with file types: doeseverything have to be digital, or is it enough to reference paper-based evidence and artefacts? </li></ul> <p>24. Challenges (contd) </p> <ul><li>storing ePortfolios requires server or online space </li></ul> <ul><li>transferring e-portfolios between grades or schools </li></ul> <ul><li>protecting the identity of students when publishing e-portfolios </li></ul> <ul><li>ensuring that e-portfolios are not tampered with after publishing </li></ul> <p>25. Whos in control? </p> <ul><li>personal control of learning historyrather than institutions controlling learner history</li></ul> <ul><li>George Siemens </li></ul> <p>26. Information literacy implications </p> <ul><li>collecting </li></ul> <ul><li>reflecting </li></ul> <ul><li>tagging </li></ul> <ul><li>linking </li></ul> <ul><li>selecting</li></ul> <ul><li>presenting </li></ul> <p>Born digital? Web 2.0? media rich? 27. Managing a collection </p> <ul><li>collecting </li></ul> <ul><li>reflecting </li></ul> <ul><li>tagging </li></ul> <ul><li>linking </li></ul> <ul><li>selecting</li></ul> <ul><li>presenting </li></ul> <p>Collection policy Cataloguing Selection criteria 28. Getting your hands dirty 29. Stages of ePortfolio maturity </p> <ul><li>scrapbook </li></ul> <ul><li>CV </li></ul> <ul><li>curriculum collaboration between student and faculty </li></ul> <ul><li>mentoring leading to mastery </li></ul> <ul><li>authentic evidence as authoritative evidence for assessment, evaluation and reporting </li></ul> <ul><li>Love, McKean &amp;Gathercoal2004 </li></ul> <p>30. Staying informed </p> <ul><li>Australian ePortfolio Project Australian Universities </li></ul> <ul><li>Australian Flexible Learning Framework E-Portfolios </li></ul> <ul><li>European Consortium for the ePortfolio </li></ul> <ul><li>Jackie Miers ePortfolio resources </li></ul> <ul><li>Jerry Leeson Tech-Ed collisions blog </li></ul> <ul><li>me.edu.au ePortfolio community </li></ul> <p>31. Discussion points </p> <ul><li>What information literacy skills are pre-requisites for success in ePortfolio development? </li></ul> <ul><li>Why is learner control of an ePortfolio so important? </li></ul> <ul><li>How would you get started with your own personal or professional ePortfolio? </li></ul>


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