entry profiles pros transparent + justifiable (part. widening participation) cross-referencing...
TRANSCRIPT
Entry Profiles• Pros
Transparent + Justifiable (part. Widening participation)
Cross-referencing
Ability + opportunity to articulate
Confidence building
• Cons/RisksMechanical
Continuity
Consistent understanding of the ‘rules’
Institution: loss of control of the portfolio
Informal Services for different kinds of learners? What do they need?
More drive in subject/course specific areas
Some learners uncomfortable with ‘e’ aspect
Need to learn how to reflect - early!!
If institutions don’t recognise skills, learners want owner in control!
Learners don’t always realise the importance of reflecting on personal experiences too
Owner needs to have control over what others see
Time to reflect!
Encouraging inclusion of activities outside of traditional learning environment
How can you get learners to take the initiative to reflect?
Identify achievements
and areas for improvements / development Links to advise
and guidance services
Learners need to see the use
Need to offer choice – ePortfolios should be an option, not a norm or an obligation
1. Course entry profiles are not only looking at formal competencies
2. Need to look at information valuable for a range of destinations, e.g. education, community involvement, etc.
3. If system is too rigid, it will not encourage reflective discussions
4. Service that doesn’t preclude the social software that users use, e.g. images
ePF Fss (Professional ePFs and Personal ePFS) – morphing
Gender differentiation
Managing ownership rights
Implications of transferability BUT availability of fresh start
ID issue
Assessment
Presenting / recording
Confidentiality
Validation
Time
Stakeholders
Privacy
Ownership
Access
Currency
• Range of activitiesDeliberate / incidental
• Technologies involved
• Collaborative• Complex /Rich/Dynamic
Learning Space
Learners’ usagePractices
Family / friendsAgencies
• Course / modules• Recording of
achievement• Skills (transcript)
• Skills (other)
• Resources• Practices• Institutions• Employers
Formal Learning
Assessment
Accredit - how?
Presenting Recording
Forms of Evidence
Confidentiality
C.V. e.g. Leadership
Validation
Time?
Contributors/ stakeholders
Informal Learning
Early start on reflective learning
ePFs and non-traditional learners
Data Protection
Awarding bodies
Mass business needs
ePF and status of unassessed PDP