e-portfolio: models and potentialities universita' cattolica del sacro cuore milano 1 october...
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E-portfolio: models and potentialities
UNIVERSITA' CATTOLICA DEL SACRO CUOREMILANO
1 October 2005
Maureen Layte, EIfEL
© EIfEL
E-portfolio: models and potentialities
• What is the ePortfolio?• What can it be used for?• What does it look like?• What does it bring to students, teachers
and parents?• Who is using it?• What contribution can it make to
European education and training priorities?
• Should all citizens have an ePortfolio?
© EIfEL
The European Institute for eLearning
• A professional association for (e)learning practitioners
• Three principal activity centres:• ePortfolio • Competencies• eLearning tools
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EIfEL’s Mission
• enable learning individuals to manage their own learning, knowledge, competencies and continuing professional development
• enable learning organisations to provide a framework for organisational knowledge and develop staff competencies
• enable learning cities and learning regions to provide a framework for innovation, development and social inclusion
E-learning: the e-transformation of individual and organisational learning, so as to reflect the needs of a knowledge economy and society and the potential of knowledge, information and learning technologies (KILT)
“In 2010 every citizen
will have an ePortfolio”
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Portfolio history
• A tool in paper format already used by millions (UK, Italy, Australia, China, US, Finland…)• To support learning and professional development• To accredit experience and competencies
• An approach to learning and assessment based on • A global view of the individual and of the learning and
assessment process• An integrated view of the assessment process based
on a collection of evidence – in the professional or social context
• An assessment of knowledge ‘inferred’ from proof of competence, rather than from the results of exams or tests
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ePortfolio defined
An ePortfolio is (NLII, 2003) is
“a collection of authentic and diverse evidence, drawn from a larger archive, representing what a person or organization has learned over time, on which the person or organization has reflected, and designed for presentation to one or more audiences for a particular rhetorical purpose”
“Ubiquitous, portable,
electronic knowledge
databases that are private,
personalised and
sharable, and are easily
accessible via the web.”
Stanford University Learning Lab
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Why do we need ePortfolios?
• “In a digital world, citizens must be able to present themselves digitally”
(Anne Gilleran, EUN)• “In a knowledge economy
knowledge workers need personal knowledge management tools”
(EIfEL)
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What does the ‘e’ add to the portfolio?
• ePortfolio are more than 'paperless' or 'multimedia' portfolios• ePortfolios are much more than 'contents'• ePortfolios must be defined in terms of
services• to the individual• to the learning community (e.g. professional
bodies)• to the organisation• to the territory (regions and cities) and the society
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What does the ‘e’ add to portfolios? (2)
Paper portfolio allows
• Collecting• Selecting• Reflecting• Projecting• Celebrating
ePortfolio adds
• Archiving• Linking/Thinking• Storytelling• Collaborating• Publishing
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Assessment for learning vs assessment of learning
How ePortfolios can contribute to formative assessment:
• Purpose of portfolio agreed upon with learner• Artefacts selected by learner to tell the story of their learning• Portfolio maintained on an ongoing basis throughout the class, term or
program - time flexible• Portfolio and artefacts reviewed with learner and used to provide
feedback to improve learning• Portfolio organization is determined by learner or negotiated with
mentor/advisor/teacher• Portfolio-building process aids deep learning and self-assessment
through reflection
Adapted from Helen Barrett’s white paper: http://electronicportfolios.com/reflect/index.html
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What constitutes an ePortfolio?
Showcase portfolio
Assessment portfolio
Learning portfolio
Learning activities outcomes
Work activities outcomes
Social activities outcomes
My Repository
Lucy’s Repository
Vladimir’s Repository
Chang’s Repository
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Shall we manage one or multiple ePortfolios?
PeersCommunities ePortfolios
Learning, life episodes Job search, PLAR
Purposes learning, assessment, …
Contexts school, work, community, …
Me
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3 general components of the portfolio development
process• Content:
• Learner’s artefacts and reflections• Purpose
• Reason for creating the portfolio including learning,professional development, assessment, employment
• Process• Tools used• Sequence of activities• Rules established by educational institution• Reflections a learner constructs in developing the
portfolio• Evaluation criteria• Collaboration or conversations about the portfolio
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The ‘must-go-to’ ePortfolio website!
Helen Barrett – international ePortfolio pioneer and expert
• www.electronicportfolios.com
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ePortfolio Tools
• Open source ePortfolio tools• Ospi, ELGG
• Commercial ePortfolio tools and services• iWebfolio, MAPS, Paperfree, ePortaro,
Livetext, Taskstream, Folio Live, Arc Software• Home-made ePortfolio tools
• School/university Intranet systems• Desktop ePortfolio tools
• Blogs, Wikis, Web Pages, Acrobat, Plone..
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Open Source Tools
• Open Source Portfolio Initiative: www.theospi.org• Higher Education • Presentation portfolio• Enhanced version 2 in Dec ‘O5: learning
portfolio
• ELGG: http//:elgg.net• Lifelong learning• Learning portfolio: reflection and
collaboration
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Commercial ePortfolio Tools
• iWebfolio by Nuventive: www.iwebfolio.com• Higher education• Presentation portfolio• Enhanced version Oct ‘O5: learning portfolio
• MAPS by Taglearning: www.maps-ict.com• Schools• Assessment portfolio• Accreditation bodies
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Desk-top ePortfolio Tools
• Using Weblogs• An example using weblog tool as a personal portfolio• http://cyberportfolio.st-joseph.qc.ca/mario/
• Using Webpages• An example of a webpages portfolio for presentation &
assessment • http://publish.bsu.edu/mgdoublestei/frameset.html
• Using Excel• An example thanks to Helen Barret – ePortfolio expert• http://electronicportfolios.org/myportfolio/artifacts.xls
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Some challenges
• Multi tools and systemsInteroperability standards• AccessibilityMulti-lingual interfaces• Lifelong learning Supporting Informal/ non-formal learning• Take upRecognition of ePortfolios
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The Span Project
School and Parent Achievement Network
Stoke-on-Trent City Council, England
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SPAN
• Since 2002, Stoke-on-Trent LEA has created the opportunity for digital portfolios, developed and managed by our pupils to illustrate and share their
learning progress and achievement. • Families have a secure family password
though which to access this portfolio, via
the Internet, at their convenience. • Around 1000 pupils in twenty primary
schools and six secondary schools are so far involved, and the number grows daily.
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Aims
• To make children more interested in working towards higher attainment levels
• To allow parents greater access to their child's work
• To ease the transition between Primary and Secondary schools
• To encourage creative use of ICT
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Impact of SPAN
• Evidence gathered so far indicates that involvement in SPAN is having a positive impact on the achievement of pupils, and in some cases a transformational effect on both the children and their teachers, in their approach to and use of ICT.
• There is also some evidence, but more is needed, of the particular attraction of this process for pupils who are currently under-achieving. The motivational impact of ICT for some pupils is well-known: here we are harnessing that power to help more pupils see themselves as successful learners.
• Currently the LEA is interested in making SPAN available to more pupils who seem to be ‘stuck’ in their learning.
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The E-portfolio in action: teachers
• A tool to manage• Personal knowledge and
competencies • Professional practice• Continuing professional
development• Organisational knowledge
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European Education and Training Initiatives
Common principles and criteria for the quality of education and vocational training
European Qualifications Framework
Common principles for the validation of informal and non-formal learning
Credit transfer for initial and vocational education
Europass• Curriculum Vitæ
• Mobility
• Diploma supplement
• Certificate Supplement
• Language portfolio
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The role ePortfolios can play in European strategy
• Transparency of qualifications• Quality assurance in education• Accreditation of prior learning• Competency based approach• Lifelong and lifewide learning
support• Educational reform
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Europortfolio
• A European consortium designed to• Achieve the goal ‘ePortfolio for all’ • Promote innovative practice and technology• Contribute to the definition of technical
standards and encourage interoperability• Provide support to, and co-ordinate,
European initiatives• Contribute to the creation and development
of a worldwide ePortfolio community
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Where do we find ePortfolios?
• All sectors of education• Teacher training• Apprenticeship training• Basic/key skills• Continuing professional
development• Community activities
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Europe• UK – broadest use across sectors and explicit part
of government policy in 2 countries• England – part of eLearning strategy
• Wales - lifelong learning ePortfolio for 3 million citizens
• Scotland – assessment for ‘modern apprenticeships’
• Northern Ireland – planned use for special needs
• France• Pilot programmes for vocational education
• Netherlands• Tertiary education and postgraduate medical
education
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England’s eLearning strategy
• PRIORITY 1 - Provide an integrated online information service for all citizens
• PRIORITY 2 - Ensure integrated online personal support for learners.
• […] Our second priority extends this personalised support to learners, helping with all stages of education, and with progression to the next stage. We will encourage every institution to offer a personal online learning space to store coursework, course resources, results, and achievements. We will work towards developing a personal identifier for each learner, so that organisations can support an individual’s progression more effectively. Together, these facilities will become an electronic portfolio, making it simpler for learners to build their record of achievement throughout their lifelong learning.
• PRIORITY 3 - A collaborative approach to personalised learning activities
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Wales a learning country
• Flexible accreditation framework• ePortfolio for 3 million citizens• Supported by Careers Wales• 25,000 users 4 months after launch
• The e-portfolio will grow with the individual, allowing them to develop a habit of recording and understanding their learning achievements and progress which will be stored in a central digital location.
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International• US – largest number of users, although currently most
widespread in field of education at all levels, apart from Minnesota State initiative; used for digital story-telling
• Canada – well established in schools, universities and teacher education. Government of Quebec committed to development of e-portfolio
• Singapore – National Institute of Education leading a project on electronic portfolios and IT integration and education
• Australia – numerous initiatives in education; used for women returners and digital story-telling. State of Victoria provides a site for the vocational sector
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2010 objective• ePortfolio interoperability• ePortfolio policies• ePortfolio and eCitizenship• ePortfolio and eGovernance• ePortfolio and eMedicine
Individual
Course / class
Institution
Communities
Professional bodies, unions
Region / state
Federal
And now - what do you think?