ePortfolios and information literacy

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    06-May-2015

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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.

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  • 1.ePortfolios Information literacy & Web 2.0 Pru MitchellSenior Education Officer

2. About me my writing mywork myprofession myePortfolio my connections my interests my learning my CV 3. 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 21 stcentury/Web 2.0 information literacy

4. 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

5. Capabilities SACE Personal Learning Plan Subject Summary work personal development learning communication citizenship 6. Stage 2 Research project

  • students undertake a detailedself-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 theirlearning and ensure that the teacher verifies it

Research Project Subject Summary 7. Challenges

  • for learners
  • for teachers
  • for timetablers
  • for moderators
  • for teacher librarians

Remarkable Rocks 8. A case for ePortfolios? ? 9. What is an ePortfolio?

  • 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

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

  • 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

12. ePortfolio guru: Dr Helen Barrett

  • electronicportfolios.org

13. Reflection

  • We dont learn from experience;we learn from reflecting on experience (attrib. John Dewey)

14. Process or product?

  • theportfolio asprocess(collection, selection, reflection, direction, presentation)
  • the portfolio asproduct(the notebook, the website, the CD-ROM or the DVD and the technological tools used to create the portfolio-as-product )
  • Helen Barrett , 2008

15. 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

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?

  • 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 ones artefacts and reflections
  • enable the efficient management of students work
  • increase transparency

22. 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

23. 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: doeseverything have to be digital, or is it enough to reference paper-based evidence and artefacts?

24. Challenges (contd)

  • 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

25. Whos in control?

  • personal control of learning historyrather than institutions controlling learner history
  • George Siemens

26. Information literacy implications

  • collecting
  • reflecting
  • tagging
  • linking
  • selecting
  • presenting

Born digital? Web 2.0? media rich? 27. Managing a collection

  • collecting
  • reflecting
  • tagging
  • linking
  • selecting
  • presenting

Collection policy Cataloguing Selection criteria 28. Getting your hands dirty 29. Stages of ePortfolio maturity

  • scrapbook
  • CV
  • curriculum collaboration between student and faculty
  • mentoring leading to mastery
  • authentic evidence as authoritative evidence for assessment, evaluation and reporting
  • Love, McKean &Gathercoal2004

30. 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

31. Discussion points

  • What information literacy skills are pre-requisites for success in ePortfolio development?
  • Why is learner control of an ePortfolio so important?
  • How would you get started with your own personal or professional ePortfolio?