Mahara and ePortfolios


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A brief Introduction to Mahara and to thinking about ePortfolios

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Mahara and ePortfolios

  1. 1. Jim Judges
  2. 2. Mahara • Available to all users: • Tools include: – File store – Plan – Journal – Résumé (or “CV”) – Incorporate external content – Options to edit, create and share pages & collections
  3. 3. Mahara is a user-centric portfolio tool The user decides who can view any content
  4. 4. Academic Development & Careers Personal Sport Ches s Club CV The same artefacts can be used and shared on different pages
  5. 5. What is an eportfolio? How can it be used?
  6. 6. • Assessment – Demonstrate student competency and skills. Educators and peers can provide comments and feedback • Development – Of students' educational goals, providing evidence of the advancement of knowledge and skills. Can provide support for personal development too • Showcase – Demonstrate exemplary assignments and other work, as well as student skills. Designed for potential employers or educators and can be used instead of, or to supplement one's CV. Types of ePortfolio “In most cases ePortfolios are not used for a single purpose. Instead, they tend to combine 2–3 types of portfolios thus creating a Hybrid portfolio” Balaban, I.; Bubas, G., (2010)
  7. 7. • Level 1 & 2: Scrapbook & Curriculum Vitae • Level 3: Curriculum Collaboration – Students can share views with peers, tutors & employers and receive comments • Level 4: Mentoring – Educators are intensely engaged in guidance & feedback • Level 5: Authentic Evidence for Assessment, Evaluation, and Reporting – Structured, organised, used for assessment & feedback Based on Love et al (2004) cited in Balaban, I.; Bubas, G., (2010) “Because of its features, ePortfolio offers support for reflection, which is one of its main advantages over other systems” Suggested Levels of Portfolio Use
  8. 8. Mahara eportfolio can help: • To externalize learners’ ideas and thoughts • To understand other students’ ideas • To deepen their knowledge by combining other’s ideas and thoughts Sawazaki, T. & Tanaka, Y. (2013). Designing Courses based on SECI model with Mahara, e-Portfolio. SECI model of Knowledge creation originated from studies of information creation in Japanese companies Nonaka et al. 1994
  9. 9. References • Love et al (2004) cited in Balaban, I.; Bubas, G., "Educational potentials of ePortfolio systems: Student evaluations of Mahara and Elgg," Information Technology Interfaces (ITI), 2010 32nd International Conference on , vol., no., pp.329,336, 21-24 June 2010 • Sawazaki, T. & Tanaka, Y. (2013). Designing Courses based on SECI model with Mahara, e-Portfolio. In T. Bastiaens & G. Marks (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (pp. 1355-1358). Chesapeake, VA: AACE. Retrieved March 10, 2014 from • Nonaka, I. (1994). A dynamic theory of organizational knowledge creation Organization Science 1994 5:1, 14-37
  10. 10. Jim Judges