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DLA'2010 Stella Porto

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  • 1. E-PORTFOLIOS AND THE CULTURE OF LIFELONG LEARNING Dr. Stella Porto Master of Distance Education & E-Learning Graduate School of Management & Technology University of Maryland University College Christine Walti Anne Arundel Community College, CEWD eLearning
  • 2. Focus This presentation discusses the advantages and challenges faced by online programs in the adoption of ePortfolio activities to promote an enduring culture of lifelong learning among students and graduates.
  • 3. Agenda •  Introduction   ePortfolios defined   Background & context •  ePortfolio activity in the MDE   Goals & process   Challenges   Support   Examples   Future •  Final remarks
  • 4. ePortfolios defined Journal Photos Videos Documents Blog Projects
  • 5. ePortfolio defined •  Electronic version of portfolios   Collection of artifacts in different digital media; •  Serves the purpose of   Assessment of competencies, skills and knowledge;   Showcase and evidence abilities and achievements in specific areas; and   Promote reflection of one's development and learning.
  • 6. Introduction: the MDE
  • 7. Introduction: Context The program The MDE focus on developing managers and leaders in the areas of e-learning & distance education within different Corporate Training & settings, including: K-12, higher- Our mission is our education, corporate, non-profits, Faculty Learning Media & government and military. means and our means Support technology Potential managers of the DE mission is our Distance •  Education enterprise Instruction •  Entirely online for part-time Higher Design & Education working adults Support •  International Leaders & Managers •  Collaborative
  • 8. ePortfolios in the MDE: Goals & process Development Process   Students' journeys and Gather growth in the DE field   The MDE ePortfolio will: Select • Portray students’ qualifications • Demonstrate students’ knowledge and skills in a Reflect variety of DE contexts. Evidence
  • 9. ePortfolios in the MDE: Challenges •  Institutional involvement can have unintended consequences.   Faculty and administrators might define too tight a framework   Ownership   “Conundrum between student ownership, interoperability and the continuous use of ePortfolios beyond the program.”   Web 2.0 tools   web users are now at the helm when it comes to generating, storing and sharing content.
  • 10. ePortfolios in the MDE: Challenges Institutional control
  • 11. ePortfolios in the MDE: Challenges Personal control
  • 12. ePortfolios in the MDE: Challenges •  Continuous activity vs. •  ePortfolios must be activity allotted in the end promoted in a of the program programmatic way   Students overwhelmed and   Help students understand underprepared the nature of the activity   Need for constant attention   Students need to be and work from the learners proactive and disciplined throughout the program.   Need for institutional   Focus is on current courses support
  • 13. ePortfolios in the MDE: Support •  Action research initiative undertaken within the program (A series of consecutive, iterative steps to identify and enhance support to students)   The use of Web 2.0 tools has been ingrained in this process   Web-based tutorials;   Creating and maintaining a learning journal in at least one course in the program;   A one-week online orientation; and   An ePortfolio wiki that is always available
  • 14. ePortfolios in the MDE: Support •  Promoting the use of learning journals •  MDE student lounge • Continuous support: answering students questions • No prescribed or suggested activities •  Creation of the ePortfolio tutorial
  • 15. ePortfolios in the MDE: Support - Rubric
  • 16. ePortfolios in the MDE: Support - Wiki mdecapstone.pbworks.com
  • 17. ePortfolios in the MDE: Support - Orientation
  • 18. ePortfolios: Examples sporto.wordpress.com www.epsilen.com/sporto
  • 19. ePortfolios: Examples www.netvibes.com/stellaporto umuc.academia.edu/StellaPorto
  • 20. ePortfolios in the MDE: Future •  Protecting ownership and authenticity   Copyright policies for all the posted work •  Vertical study following up with students and how they continue to use their ePortfolios •  How to make it useful after the program? •  Outcomes assessment ties into the program •  Commentary/feedback from selected faculty/experts •  Enhance reflective aspects •  Institutional support viable?
  • 21. Learning lessons…   The need for continuous support at the program level  Enhancing the inter- relationship within the curriculum
  • 22. Learning lessons…   Social media can provide enormous support   Making ePortfolios important for professional development and career planning
  • 23. Thank you! Questions? Presentation is available @ slideshare.net Contact: sporto@umuc.edu