eP4YF 09 - Conference Sofia/BG


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eP4YF 09 - Conference Sofia/BG

  1. 1. E-portfolios for the Consulting Process Mag. Wolf Hilzensauer Salzburg Research Forschungsgesellschaft m.b.H. Jakob Haringer Strasse 5/3 | 5020 Salzburg, Austria T +43.662.2288-323| F +43.662.2288-222 Wolf.hilzensauer@salzburgresearch.at www.salzburgresearch.at
  2. 2. Agenda | E-Portfolio: A didactical method for learning and competence development | Micro and macro didactical considerations | The 5 E-Portfolio Processes | E-Portfolios for the consulting process: CDL-WILL: Looking in a two way mirror! 29.01.15 2
  3. 3. What is an e-portfolio? | An ePortfolio is a digital collection of skilfully completed works of a particular person (= lat. artefacts). | Its purpose is to document and represent the product (knowledge) and the process (learning curve/increase of knowledge) of a person's achieved competencies within a specific time period and towards a particular learning goal. | The person has to decide which artefacts he/she wants to include and how to organise them in relation to his/her learning goal. | As the owner of the ePortfolio, the person has full control of who is able to see what kind of information of his/her ePortfolio, how much information and at what specific time. 29.01.15 3 (Hilzensauer & Hornung-Prähauser 2006)
  4. 4. E-Portfolio Types (1/2) | Developmental Portfolios: demonstrate the advancement and development of student skills over a period of time. Developmental portfolios are considered works-in-progress and include both self-assessment and reflection/feedback elements. | Assessment Portfolios: demonstrate competence and skill for well-defined areas. These may be end-of-course or program assessments primarily for evaluating the learners‘ performance. | Reflective portfolios The purpose is to monitor the owners’ development. It is important to know how he/she evaluates and analyses him/herself. Therefore it is crucial that portfolios used in this way contain written reflections by the owner. | Showcase Portfolios: demonstrate exemplary work and skills. This type of portfolio is created at the end of a program to highlight the quality of the competence development, including worksamples | Hybrids: Most portfolios are hybrids of the types of portfolios listed above. 29.01.15 4 Source: http://insight.eun.org/ww/en/pub/insight/school_innovation/eportfolio_scenarios/portfolios_types.htm
  5. 5. E-Portfolio Types (2/2) 29.01.15 5 Source: Häcker, T. (2006). Portfolio: ein Entwicklungsinstrument für selbstbestimmtes Lernen. Eine explorative Studie zur Arbeit mit Portfolios in der Sekundarstufe 1. Baltmannsweiler: Schneider Verlag Hohengehren.
  6. 6. 29.01.15 6 Micro and macro didactical considerations staff development technical infrastructure (soft- and hardware)organisational learning culture curricula examination regulations guidance to reflection assessment criteria guidelines for communication & interaction guidelines for feedback assignments methods
  7. 7. The 5 e-portfolio processes 29.01.15 7 (Hilzensauer & Hornung-Prähauser 2006)
  8. 8. Process 1: Definition of context and objective (1/5) | Breakdown of existing competences | Definition of main goals | Definition of milestones | Definition of rules, guidelines and assessment criteria 29.01.15 8
  9. 9. Process 2: Collection, selection and connection of artefacts (2/5) 29.01.15 9 | Collection of work samples, certificates, evidences of skills, multimedia artefacts | Selection of artefacts with respect to the defined competence development objectives. | Storing of multiple steps of a certain development process | Linking artefact with each other and/or with milestones.
  10. 10. Reflection of competence development process (3/5) | Self-evaluation: What have I learned and why is it important for my progress? | What step in my competence development do I want to demonstrate? | What milestones did I fulfill? | What milestones are next? | Communication and feedback with advisors and peers 29.01.15 10
  11. 11. Presentation and transfer of portfolio artefacts (4/5) | Being aware of ones competences | Assembling a presentation, showing the main competences for a certain goal. | Preparation for job interview | Being self-confident in interview situations. 29.01.15 11
  12. 12. Assessment and evaluation of competence development process (5/5) | Evaluation of the competence development PROCESS and PROGRESS | Focus on assessment FOR learning rather than assessment OF learning | Giving valuable feedback about the competence development process 29.01.15 12
  13. 13. 29.01.15 13
  14. 14. Conclusion: E-Portfolio as a Toolbox for Career Councelling 29.01.15 14
  15. 15. Conclusion: E-Portfolio as a Toolbox for Career Councelling | On the learner side: | Reflection | Being aware of ones competencies | Looking at the competence development PROCESS from a meta level | Continuous documentation of the learning process | On the counsellor side | Assessment FOR learning | Being aware of the plan/curricula | Focusing on the future activities | Giving valuabel feedback | Active Communication with learner, peers and (possible) employers 29.01.15 15
  16. 16. 29.01.15 16 Contact Wolf Hilzensauer Salzburg Research Forschungsgesellschaft m.b.H. Jakob Haringer Strasse 5/3 | 5020 Salzburg, Austria T +43.662.2288-323 | F +43.662.2288-222 wolf.hilzensauer@salzburgresearch.at www.salzburgresearch.at BY-SA-3.0