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Portfolios have long been a part of learning, teaching and professional practice, therefore, why use ePortfolios and do Web 2.0 tools have to offer?
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Portfolios have long been a part of learning, teaching and professional practice, therefore, why use ePortfolios and do Web 2.0 tools have to offer?

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Abstract: "This paper will showcase what was, at the time, effective practice, whereby Foundation students at Dubai Men's College (DMC) developed a Career ePortfolio as part of an integrated Computer, …

Abstract: "This paper will showcase what was, at the time, effective practice, whereby Foundation students at Dubai Men's College (DMC) developed a Career ePortfolio as part of an integrated Computer, Research Skills and Projects Course. Some students were able to use their ePortfolio to obtain summer jobs and work placement, and reflective practice was encouraged through discussion, use of rubrics, and peer feedback. However, the ePortfolios were not interactive or easily portable, and the final artifact was produced for assessment.

Several benefits beyond the 'static' ePortfolio utilised at DMC have been identified, in particular around those created with Web 2.0 social software. Key positive outcomes indicated in recent research studies include increased and improved reflective practice, enhancement in the quality of final artifact (partly facilitated by multimedia and mobility), a clear authentic purpose, and a greater sense of audience. The audience is often interactive thereby helping to shift the locus of power from the teacher as knower?. Designed around experiences at DMC and the benefits mentioned, pre-pilot initiatives were undertaken at Unitec NZ in 2008, and a larger-scale pilot is planned for 2009. Underpinning these initiatives are a range of issues around assessment practices, Web 2.0 tools, professional development, and ethical considerations. This session will describe developments at Unitec NZ, as well as soliciting feedback, input and discussion from the audience around these and other associated aspects of ePortfolios."

Accompanying resource document: http://www.scribd.com/doc/11966163/Resources-for-ePortfolios

Please cite as: Owen, H. (2009, February 8-10). Portfolios have long been a part of learning, teaching and professional practice, therefore, why use ePortfolios and do Web 2.0 tools have to offer? Paper presented at the Australian ePortfolio Symposium 2009.

Music by: Kaveh; Title: Shadow Dance; Downloaded from: http://www.podsafeaudio.com

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  • 1. <a href="http://flickr.com/photos/21042979@N00/155271030/">Essential Liberties</a>, 2. <a href="http://flickr.com/photos/37444971@N00/172769641/">travelling light</a>, 3. <a href="http://flickr.com/photos/78199439@N00/2238588124/">suitcases</a>, 4. <a href="http://flickr.com/photos/62752875@N00/195590736/">suitcases (version 2)</a>
  • Transcript

    • 1. Why use ePortfolios and what do Web 2.0 Tools have to Offer? Hazel Owen ( [email_address] )
    • 2.
      • Issues
        • What is an ePortfolio?
        • Purpose(s)
        • Ethics
      • Experiences at Dubai Men’s College
      • Experiences at Unitec NZ
      • Tools
      • Conclusion
      June 7, 2009 Hazel Owen OVERVIEW
    • 3. June 7, 2009 Hazel Owen “ strictly a collection of ‘works’...that represent physical evidence of achievements” (Mason, Cochrane, Owen, 2008) A PORTFOLIO IS…
    • 4. June 7, 2009 Hazel Owen CV? Reflective journal? Professional showcase? Promotion? Assessment tool? PURPOSE OF AN EPORTFOLIO?
    • 5. June 7, 2009 Hazel Owen Privacy / shareability Portability Choice Design Ownership (inc. backups) Flexibility TOOLS: CONSIDERATIONS
    • 6. WEB 2.0
    • 7. June 7, 2009 Hazel Owen potentially, using Web 2.0 principles & tools, a multi-faceted forum, with areas for collaborative development, private reflection, & showcasing of achievements. AN EPORTFOLIO CAN BE…
    • 8. June 7, 2009 CRSP Learning in real-world contexts Transferable skills Investigational work Problem solving Small group work Analysis and interpretation tasks
    • 9. Learning Outcomes June 7, 2009 Hazel Owen & Helen Martin
    • 10. June 7, 2009 Hazel Owen DUBAI MEN’S COLLEGE
    • 11.  
    • 12.  
    • 13. June 7, 2009 Hazel Owen & Helen Martin
    • 14. June 7, 2009 Hazel Owen & Helen Martin INTEGRATION INTO SYLLABUS
    • 15. June 7, 2009 Hazel Owen
    • 16. June 7, 2009 Hazel Owen
    • 17. June 7, 2009 Hazel Owen & Helen Martin
    • 18. June 7, 2009 Hazel Owen & Helen Martin
    • 19. DECISION ANALYSIS
    • 20. June 7, 2009 Hazel Owen CAREER CONSIDERATIONS
    • 21. June 7, 2009 Hazel Owen & Helen Martin
    • 22. June 7, 2009 Hazel Owen & Helen Martin SOCIAL AWARENESS
    • 23. June 7, 2009 Hazel Owen
    • 24. COLLABORATIVE SKILLS
    • 25. June 7, 2009 Hazel Owen ACADEMIC LITERACY
    • 26. RUBRICS
    • 27. POSITIVES & NOT SO POSITIVES
    • 28. June 7, 2009 Hazel Owen UNITEC NEW ZEALAND
    • 29. June 7, 2009 Hazel Owen PILOTS
    • 30. June 7, 2009 Hazel Owen PILOTS
    • 31. TOOLS
    • 32. June 7, 2009 Hazel Owen SUPPORT
    • 33. June 7, 2009 Hazel Owen
    • 34. June 7, 2009 Hazel Owen PLANNING
    • 35. REFLECTION
    • 36. June 7, 2009 Hazel Owen INTERACTION
    • 37. June 7, 2009 Hazel Owen COLLABORATION
    • 38. June 7, 2009 Hazel Owen SHARING
    • 39. POSITIVES & NOT SO POSITIVES
    • 40.
      • Decide on purpose
      • Encourage dialogue with learners
      • Support faculty
      • Work across sectors
      • Integrate into curricula
      • Align / design / refine using LOs and agreed graduate profile
      • Raise student awareness (LOs/skills)
      • Choose tools that empower not fetter
      June 7, 2009 Hazel Owen CONCLUSION
    • 41.
      • Many thanks to Thom Cochrane
      • References for images, quotes, & sources in this presentation can be found at: http://www.scribd.com/doc/11966163/Resources-for-ePortfolios
      • In this same document are links to resources pertaining to ePortfolios in education
      June 7, 2009 Hazel Owen REFERENCES & RESOURCES
    • 42.
      • [email_address]
      June 7, 2009 Hazel Owen ANY QUESTIONS PLEASE?