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A short introduction to some of the problems of understanding the place of e-Portfolios in education.

A short introduction to some of the problems of understanding the place of e-Portfolios in education.

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  • 1. Can an e-Portfolio make the difference? Part 1 Presentation to the EIfEL – NIACE Conference June 19-20, 2008 – at the City University, London by Ray Tolley
  • 2. 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 factor? Can an e-Portfolio make the difference? Many organisations are turning to technology to enrich learning experiences…
  • 3. 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 factor? 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 .
  • 4. <ul><li>Old perceptions of what media an e-Portfolio might contain, </li></ul><ul><li>Lack of confidence and experience of new technologies, </li></ul><ul><li>Lack of imagination re Helen Barrett’s metaphors, </li></ul><ul><li>Lack of direction by examination boards and assessors, </li></ul><ul><li>Lack of understanding of how people want to represent themselves. </li></ul>19 th Century thinking for 21 st Century technology?
  • 5. Old university styles <ul><li>Use of the e-Portfolio for content delivery only, </li></ul><ul><li>Traditional didactic styles often decades old, </li></ul><ul><li>Failure to invest in imaginative resources, </li></ul><ul><li>Limited to internal use eg for PDP, </li></ul><ul><li>Lack of understanding of how e-portfolios can be used for Lifelong, Lifewide Learning. </li></ul>
  • 6. Industry not equipped <ul><li>Few workers have their own computer workspaces whilst at work, </li></ul><ul><li>Larger industries train for own skills-developments only, </li></ul>
  • 7. Limited skills training <ul><li>Few workers have their own computer workspaces whilst at work, </li></ul><ul><li>Larger industries train for own skills-developments only, </li></ul><ul><li>SMEs do not have the resources for staff-development, </li></ul>
  • 8. Services not supported <ul><li>Few workers have their own computer workspaces whilst at work, </li></ul><ul><li>Larger industries train for own skills-developments only, </li></ul><ul><li>SMEs do not have the resources for staff-development, </li></ul><ul><li>Personnel are often more mobile, </li></ul>
  • 9. Investment in staff? <ul><li>Few workers have their own computer workspaces whilst at work, </li></ul><ul><li>Larger industries train for own skills-developments only, </li></ul><ul><li>SMEs do not have the resources for staff-development, </li></ul><ul><li>Personnel are often more mobile, </li></ul><ul><li>Lack any interest in how e-portfolios can be used for Lifelong, Lifewide Learning. </li></ul>
  • 10. 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?
  • 11. Idea from a dissertation by Eva de Lera, University of Cataluña contexts needs pleasure social physical fun interests cognitive aesthetics rational aspirational intellectual desires feelings expectations
  • 12. and 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?
  • 13. and Assessment Ethical- Spiritual Idea from ‘Multiple Intelligences & Portfolios’ by Evangeline Stefanakis Intrapersonal Interpersonal Naturalistic Musical Visual- Spatial Bodily- Kinesthetic Logical- Mathematical Linguistic Problem- Identification Problem- Solving Communicating Solutions
  • 14. What do you understand about e-Portfolios? What would you use an e-Portfolio for? How would it help you?
  • 15. From 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
  • 16. 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
  • 17. E: support@maximise-ict.co.uk

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