Presentation at the London Blackboard User Group meeting, 3rd April 2009. Reports on the IOE TQEF project on ePortfolios, including a comparison of Blackboard internal portfolios, Expo LX and Mahara.
Text of ePortfolios at the IOE
1. e-Portfolios Solutions for Particular Needs? London Blackboard User Group April 2009
2. ePortfolios Solutions for particular needs? Tim Neumann London Knowledge Lab
3. London Blackboard User Group
Date: 3 rd April 2009
Venue: The Womens Library
London Metropolitan University
London Blackboard User Group April 2009
4. Contents
Introduction
Five Scenarios
Three Cases
One Evaluation (of three ePortfolio systems)
London Blackboard User Group April 2009
5. 1 Introduction
ePortfolio Consultation Process
Needs Analysis Decision Making (Technology and Pedagogy) Piloting Implementation London Blackboard User Group April 2009
since 2006: individual, small-scale efforts and explorations
2008-2009: TQEF ePortfolio project
London Blackboard User Group April 2009
7. 1 Introduction
Motivation
Multiple academic staff members had sought advice on ePortfolios
Two researchers started projects on ePortfolios in HE
Availability of tools at no further costs
London Blackboard User Group April 2009
8. 1 Introduction
Approach
Discussion with participants (staff and students)
Review of previous ePortfolio trials, paper portfolios, electronic exchanges
Developing contextualised models of ePortfolio use
Implementation in five scenarios
Evaluation of tools in three cases (with student input)
London Blackboard User Group April 2009
9. 2 Scenarios
Five Scenarios
The Doctoral School
MA in ICT in Education
Secondary PGCE ICT
Post-Compulsory PGCE (ESOL/Literacy)
MTeach
London Blackboard User Group April 2009
10. 2 Scenarios
Scenario 1: The Doctoral School
London Blackboard User Group April 2009
11. 2 Scenarios
Scenario 1: The Doctoral School
Portfolios co-owned by student and supervisor
Limited access for registry staff for tracking purposes
Record of supervisory meetings, progress reviews, assignments, attendance
Evidence of doctoral level competencies
Building a professional academic identity
London Blackboard User Group April 2009
12. 2 Scenarios
Scenario 2: MA in ICT in Education
London Blackboard User Group April 2009
13. 2 Scenarios
Scenario 2: MA in ICT in Education
Student-owned and generated portfolio
Repository for student-created teaching resources
Record reflections on personal/professional development (multi-media)
Identity space (profiles)
Bibliographic management system
Peer comments/reviews
Monitoring of tutor-generated portfolio tasks
London Blackboard User Group April 2009
14. 2 Scenarios
Scenario 3: Secondary PGCE in ICT
London Blackboard User Group April 2009
15. 2 Scenarios
Scenario 3: Secondary PGCE in ICT
Community of practice involving five stakeholder groups
Collaborative production
Monitoring of course requirements (tracking of deadlines)
Checklist for QTS standards
Mentoring log, lesson observations, assessment record file
Career entry and professional development profile
London Blackboard User Group April 2009
16. 2 Scenarios
Scenario 4: Post-Compulsory PGCE (ESOL/Literacy)
London Blackboard User Group April 2009
17. 2 Scenarios
Scenario 4: Post-Compulsory PGCE (ESOL/Literacy)
Student-owned portfolio
Tutors and mentors to contribute to selected portfolios
Record of teaching practice
Tracking progress over distances
London Blackboard User Group April 2009
18. 2 Scenarios
Scenario 5: Master of Teaching
London Blackboard User Group April 2009
19. 2 Scenarios
Scenario 5: Master of Teaching
Collaborative community beyond the course context
Portfolio as a starting point for post-graduation engagement
Communication and sharing tool
Politically skewed towards open source tools
London Blackboard User Group April 2009
20. 2 Scenarios
Analysis: Multiple Themes
Model: What is an ePortfolio?
Ownership: Who controls what?
Access: How does collaboration work?
Use and purpose: Implications for learning, development and assessment
Issues: Training, support, portability
London Blackboard User Group April 2009
21.
Questions asked
London Blackboard User Group April 2009 Theme Questions Model What is an ePortfolio? How can it be used to support learning, development, assessment? How can/should it be organised/structured/managed? Who would/should monitor development and progress? What are the benefits to the student, tutor, supervisor, mentor and/or Institution? Ownership Who is it for? Who has overall control/ownership of it? How, what, and with whom can it be shared? Accessibility How can it be accessed? Who can/should/needs to have access to it and at what level? Tool Can it be integrated or linked to other systems, e.g. Registry? What are the practical issues and implications of implementation? What costs are involved? Which system should be used and what are the alternatives? Support What training is needed and how could this be delivered?
22. 2 Scenarios Tutor and Administrators perceptions of ePortfolios as learning models London
