Can an e-Portfolio make the difference?Can an e-Portfolio make the difference?Part 1Part 1

Presentation to the EIfEL – NIACE ConferencePresentation to the EIfEL – NIACE ConferenceJune 19-20, 2008 – at the City University, LondonJune 19-20, 2008 – at the City University, London

byby

Ray TolleyRay Tolley

Adults are increasingly using technology in formal and informal learning. NIACE has been working closely with Becta, the government agency leading the national drive to improve learning through technology, to promote the Next Generation Learning Campaign.

Does your institution have the IT Does your institution have the IT factor?factor?

Can an e-Portfolio make the difference?Can an e-Portfolio make the difference?

Many organisations are turning to technology to enrich learning experiences…

Adults are increasingly using technology in formal and informal learning. NIACE has been working closely with Becta, the government agency leading the national drive to improve learning through technology, to promote the Next Generation Learning Campaign.

Does your institution have the IT Does your institution have the IT factor?factor?

Can an e-Portfolio make the difference?Can an e-Portfolio make the difference?

Many organisations are turning to technology to enrich learning experiences. However, there is still some way to go to achieve this positive impact for all learners.

19th Century thinking for 21st Century technology?19th Century thinking for 21st Century technology?

Old perceptions of what media an e-Portfolio might contain,

Lack of confidence and experience of new technologies,

Lack of imagination re Helen Barrett’s metaphors,

Lack of direction by examination boards and assessors,

Lack of understanding of how people want to represent themselves.

Old university styles

Use of the e-Portfolio for content delivery only,

Traditional didactic styles often decades old,

Failure to invest in imaginative resources,

Limited to internal use eg for PDP,

Lack of understanding of how e-portfolios can be used for Lifelong, Lifewide Learning.

Industry not equipped

Few workers have their own computer workspaces whilst at work,

Larger industries train for own skills-developments only,

Limited skills training

Few workers have their own computer workspaces whilst at work,

Larger industries train for own skills-developments only,

SMEs do not have the resources for staff-development,

Services not supported

Few workers have their own computer workspaces whilst at work,

Larger industries train for own skills-developments only,

SMEs do not have the resources for staff-development,

Personnel are often more mobile,

Investment in staff?

Few workers have their own computer workspaces whilst at work,

Larger industries train for own skills-developments only,

SMEs do not have the resources for staff-development,

Personnel are often more mobile,

Lack any interest in how e-portfolios can be used for Lifelong, Lifewide Learning.

Idea from a dissertation by Eva de Lera, University of Cataluña

Should we not be looking closer at the issues to be addressed to promote a good learning environment?

An environment that is accessible anytime, anywhere and not limited by institutional restraints?

Should we not be looking closer at the issues to be addressed to promote a good learning environment?

An environment that is accessible anytime, anywhere and not limited by institutional restraints?

contextscontextsneedsneeds

pleasurepleasure

socialsocial

physicalphysical

funfun

interestsinterests

cognitivecognitiveaestheticsaesthetics

rationalrational

aspirationalaspirational

intellectualintellectual

desiresdesires

feelingsfeelings

expectationsexpectations

Idea from a dissertation by Eva de Lera, University of Cataluña

and Assessmentand Assessment

Idea from ‘Multiple Intelligences & Portfolios’ by Evangeline Stefanakis

Should we not be taking into account HOW people learn best?

How many Learning Styles do we attempt to address in our on-line delivery and support?

Should we not be taking into account HOW people learn best?

How many Learning Styles do we attempt to address in our on-line delivery and support?

and Assessmentand Assessment

LinguisticLinguistic Logical-Logical-MathematicalMathematical

Bodily-Bodily-KinestheticKinesthetic

Visual-Visual-SpatialSpatial

MusicalMusical NaturalisticNaturalistic

InterpersonalInterpersonal IntrapersonalIntrapersonalEthical-Ethical-SpiritualSpiritual

Problem-Problem-IdentificationIdentification

Problem-Problem-SolvingSolving

Communicating Communicating SolutionsSolutions

Idea from ‘Multiple Intelligences & Portfolios’ by Evangeline Stefanakis

What do you understand about e-Portfolios?

What would you use an e-Portfolio for?

How would it help you?

What do you understand about e-Portfolios?

What would you use an e-Portfolio for?

How would it help you?

From Helen BarrettFrom Helen BarrettFrom Helen BarrettFrom Helen Barrett

Mirror Map Sonnet A

Theoretical Act Story Journey

Laboratory Test Showcase

Celebration of Learning Across the Lifespan

Comparison with Financial Portfolios

Campfires around which we tell our stories

My digital clone My work companion My butler

My dashboard My planner Toothbrush

My IPR manager Caterpillar Confessional

Kaleidoscope Window(s) Tail-end-Charlie

Gatekeeper Constant Companion Festival

Showcasing – via permissions

Customisation – menus, pages, fonts, graphics

Gatekeeper – a ‘filter’ on what to present

Mentoring – ‘academic God-parents’

Collaboration – safely with peers

Favourites – my shortcuts/URLs

Personal Organisation – an electronic ‘Planner’

Planning – both formal and informal

Feedback – from ‘friends’ and teachers

Reflection – a place for quiet contemplation

Monitoring – a personal log of grades, comments

Assessment – what I do and how I do it

E: support@maximise-ict.co.uk