An e-portfolio reference model for e-learning

876 views
756 views

Published on

Sung Wook Shin

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
876
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
16
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

An e-portfolio reference model for e-learning

  1. 1. 2011. 10. 17 Sung-Wook Shin(KERIS)Jon Mason(Queensland Univ. of Tech.)
  2. 2. BackgroundPurposeDrafting the ReportTechnical ComponentsConclusions 2
  3. 3. During 2009 there was consensus to initiate work on a Technical Report representing a reference model and informing technical implementation of e-portfolio systems within learning contextDuring 2010 use cases were collected and an initial draft was prepared 3
  4. 4. ISO/IEC 20013 has been in progress since 2010.The challenge of developing international consensus is never easy.This study presents a case-study within the formal standards context of Information Technology for Learning, Education, and Traning(ITLET) 4
  5. 5. It is focused on developing an informative, as opposed to a normative, Technical Report by 2012The intention is to provide guidance concerning interoperability issues rather than detail a set of prescriptive specifications 5
  6. 6. Definition terms and scope e-Portfolio aims to show aspects of a student’s learning process, using Web- based communication tools and various methods of expression, such as audio, video, and graphics (Barrett, 1998) learners build and manage their artefacts in a digital format which reveals their capabilities in handling digital media while enabling self- reflection about their learning. (Tosh and Werdmuller, 2004) 6
  7. 7. Definition terms and scope(cont.) an e-Portfolio in LET contexts can be examined from two perspectives: learners and assessors. a learner will typically use an e-portfolio for storage of learning artefacts, self- directed learning and reflection, career planning and social activities. An assessor perspective is likely to extend beyond educational institutions to include potential employers and workplaces. 7
  8. 8. Definition terms and scope(cont.)  An e-Portfolio is a collection of data and electronic information aggregated within an IT system to support LET and professional development activities through automated and manual means, and used for a diversity of purposes, such as: storage of personal electronic artifacts; personal journalism for reflective learning; collated evidence of learning, experience, and achievements; and presentation of selected views of this content to prospective and existing employers(from ISO/IEC 20013). 8
  9. 9. e-Portfolio types According to the purpose of use, Developmental Assessment Showcase Hybrid: A blended all of the above (Choi Ae-kyung, 2005) 9
  10. 10. Call for use-cases to SC36 NBLOs In order to initiate ISO/IEC 20013, co- editors called for use cases of e-portfolio in e-Learning to all SC36 NBLOs. As results, 8 cases contributed from 5 NBs(AU, CA, CH, FR, KR) and 2 study cases including IMS Based on these cases, ISO/IEC 20013 was initiated. 10
  11. 11. Delphi survey for composing three to four rounds of questionnaire surveys are generally carried out with the same respondents to collect opinions from expert groups. The study involved Korean researchers to compose e-Portfolios after complementing and revising the e- Portfolio elements to fit the Korean situation. 11
  12. 12. Standards for Composing e-Portfolio Categories and Elements Based on ISO/IEC 20013, the model gathered together common elements to form a hierarchical structure for broad (category), middle (element), and specific (item) classifications. To overcome any shortcomings, this study defined only essential categories and the essential elements that belong to each category. 12
  13. 13. e-Portfolio Categories To set the criteria for a broad classification of e-Portfolios, an individual’s educational activities need to be considered from the viewpoint of lifecycle. One of the key ideas of constructivism is that knowledge is constructed through a learner’s experiences and self-directed learning. 13
  14. 14. e-Portfolio Categories According to Wolf and Dietz(1998), there are three definitions for portfolio functions from learner perspectives to show the learning process of learners to assess learners to showcase professional development of learners to others However, it is not only for a learner, but also…… 14
  15. 15. Learner/ worker e-Portfolio Systems - loosely coupled applications e-Portfolio Systems - & services loosely coupled applications & servicesEducation & Employer TrainingOrganisation 15
  16. 16. e-Portfolio Categories criteria content categories Identification Individual Basic information of users Synopsis Artifacts from user’s education, Education Education performance, and process Outcomes Career and professional Capability Career activities Career All extracurricular activities Experience Experience other than regular courses 16
  17. 17. e-Portfolio Elements Berrett(2001) and others pointed out “goal”, “data”, and “reflection” as elements that must be included This means that the concept and activity of “self-reflection” must be included, in acquiring and nurturing the qualification of “practical knowledge” and “reflective thinking ability”, as essential activities of the e-Portfolio 17
  18. 18. e-Portfolio Elements categories content elements This includes information that can User information Identification prove user identification Contact information Interest This includes information of the past, Synopsis present and future which can Goals & plans describe individuals Personal essay This includes information of schools K-12, college, and Education that provide regular programs university Grade This includes information of all Artifacts Outcomes outcomes and reflection individuals have performed in regular programs Awards Reflection 18
  19. 19. e-Portfolio Elements(cont.) categories content elements This includes information of vocation Career path Career or job activities Awards License or certification This includes information of all Skills Capability qualifications individuals have acquired in their lifecycle. Language spoken Reflection Self-regulated activities This includes information of experience and reflection individuals Career planning Experience have had in non-regular educational Volunteer services environments. Social activities Reflection 19
  20. 20. e-Portfolio Items Items of specific classification can be included in the elements of middle classification. Depending on educational areas and viewpoints of each school level, items are expected to be many and varied. As different items are used by high schools and colleges, and different items of the e-Portfolio are required or managed by colleges and businesses 20
  21. 21. e-Portfolio Items For examples, User information: name, gender, date of birth… Personal essay: background, cases of challenges… Artifacts: assignment, project outcomes, presentations… 21
  22. 22. [Figure] Structure of the e-portfolio reference model<7 categories & 25 elements> 22
  23. 23. This draft of e-portfolio categories has been developed from a lifecycle perspective.It also proposed standardized elements by category and presented examples of the many and varied items that can be included in each element. 23
  24. 24. A key difficulty lies in ensuring a systemic connection of information between different levels of schools, educational institutions, and jurisdictions, as well as between educational institutions and businesses.However, without solving this, the consequence will be discontinuities in information management and little portability of data. 24

×