An Introduction to E-Portfolios


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This presentation provides an introductory, immersive workshop on the use of e-portfolios in education settings. It uses an activity-based learning model in which participants create "artefacts" - creating a "portfolio" for each group by the end of the session.

Published in: Education, Technology
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  • Good one Leonard! Thank goodness you didn't mention any particular product, rather focusing on the concept. I really like the way you have combined of real life activities with the slide presentation.. its done in a way that makes sense. I often worry that people in the education sector look to 'provide' the solution (by buying, installing and delivering the product of an ePortfolio). This leads me to pushing the freerange products and related processes, such as how to use Blogger to generate an ePortfolio. I wish I wasn't compelled to do that, do people walk away from your presentation with an open mind? Or do they do a simple google search and then ask to have Mahara or Elgg installed?
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An Introduction to E-Portfolios

  1. 1. An immersive introduction to e-portfolios and the Mahara e-portfolio tool By Leonard Low Teaching & Learning Centre, University of Canberra (CC:BY:NC:SA) Creative Commons 2009
  2. 2. Icebreaker  Groups of 4 (or so). In the next 5 mins: – Put on a coloured tag to identify your group! – Please introduce yourselves to each other. On the papers provided, please record:  Your names, and your roles in education  Your aims - what you hope to learn from this workshop (dot points or concept maps are fine)
  3. 3. Your Aims – and Mine  Groups will now introduce themselves and their aims.  My aims today: – To share some ideas on  What e-portfolios are  Strategies for using e-portfolios to support learning, assessment, employability, professional development, and lifelong learning – To support you as you try out Mahara, an online e-portfolio tool  So you experience the strengths of Mahara  So you understand how Mahara can be used for the e-portfolio strategies we discuss above  So you also understand Mahara’s limitations and areas it needs improvement
  4. 4. Defining E-Portfolios  What is an e-portfolio? In the next 5 minutes, in your groups, please write down your thoughts on how you might define an e-portfolio.  When we’re all finished, we’ll share our thoughts, and look at some other definitions.
  5. 5. Some Other Definitions  “An e-portfolio is a learner-driven collection of digital objects demonstrating experiences, achievements and evidence of learning. E- portfolios provide learners with a structured way of recording their learning experiences and work history. E-portfolios can be developed quickly and easily … to capture live evidence through the use of mobile phones and point-of-view devices, and can include a range of digital evidence such as audio, video, photographs and blogs.” Miller (2008) - Australian Flexible Learning Framework
  6. 6. Some Other Definitions “The general characteristics of an e-portfolio are described by the Centre for Recording Achievement (CRA) as being: – A “repository” for “artefacts” – A means of accessing personal information, perhaps held in distributed databases – A means of presenting oneself and ones skills, qualities and achievements to others – A means of collecting and selecting assessment evidence – A guidance tool to support review and choice – A means of sharing and collaborating – A means of encouraging a sense of personal identity.” Ward & Grant (2007), cited in Hallam et. al. (2008) - ALTC Australian e-Portfolio Project
  7. 7. Some Other Definitions  “Portfolios, in education and personal or I can has portfolio? professional development, are collections of documents and other objects that can be shown as evidence to support claims a person makes about what they know, what they have achieved, and what they can do. As for e- portfolios, a common starting point is that they are simply electronic versions of physical portfolios that contain digital objects instead of physical objects. They are ‘…the new generation of the old 3-ring binder’.” JISC (2006) cited in Stefani, Mason & Pegler (2007) (Sure – this one cost AU$80)
  8. 8. Affordances of E-portfolios  For the next 5 minutes, in your groups, on the large paper provided, please brainstorm the possible uses of e-portfolios as a concept map.  Your concept maps will be shared with, and commented on, by the other groups… later!  Some areas to consider (but there may be more!): learning, assessment, employability, professional development, and lifelong learning
  9. 9. Affordances of E-Portfolios (Discuss)  Over the next 15 minutes, we’ll be discussing some of the affordances of e-portfolios that you’ve identified in your groups: – Comparison of e-portfolios with “binder” portfolios – E-portfolios of learning – E-portfolios for assessment – E-portfolios for employment – E-portfolios for professional development & lifelong learning – Any others?!
  10. 10. E-Portfolios vs Portfolios (without the Ease!) Class “Double Bubble” Activity – compare and contrast e- and non-e portfolios. (Differences get written inside each bubble. Similarities get written in between.) E-Portfolios Portfolios
  11. 11. Affordances: E-Portfolios vs Portfolios  Can be cheaper and easier to create and maintain for the end user  Do not need to be physically brought, or sent, to viewers (e.g. assessors, employers)  Can be easily shared with multiple people at the same time  Can present the same “artefacts” in different ways, for different purposes/audiences (different “views”)  Can display media that “binder” portfolios cannot (e.g. film, audio)  Can “link” between artefacts or documents, and to the web  … and many more! (What are Yours?)
  12. 12. Affordances: E-Portfolios for Learning  Collecting materials that track learning: achievements, successes, and products  Selecting work based on critical self (or assisted) review and design  Recalling and reflecting on previous work  Projecting (or Directing): identifying learning gaps or goals and developing action or learning plans for the future  Presenting portfolios to teachers or peers, promoting collaborative learning, self and peer evaluation, and setting students up for PDP and lifelong learning - Di Biase et al (2002) cited in Stefani, Mason & Pegler (2007) - Plus yours! (Let’s Discuss…)
  13. 13. Affordances: E-Portfolios for Assessment  Learners gather evidence of learning or competency into e-portfolio  E-portfolio serves as basis of self, peer, formative, or summative assessment – Consider whether assessment is “for” learning, or “of” learning – This may tie in with whether portfolios need to gather evidence of process, or simply evidence or production (“finished work”) – Process: more reflection vs Product: more presentation
  14. 14. E-Portfolios: Learning & Assessment Case Study  Handout: from University of Canberra “Learning With Technology (7840)” subject textbook, “Integrating Educational Technology into Teaching” by Roblyer and Doering (5th Ed. 2009)  Note that this “blended” approach to e-portfolios also incorporates an integrated curriculum strategy (across several subject areas, and drawing on multiple learner competencies for completion).
  15. 15. Affordances of E-Portfolios for Employment  Targeted, customised e-portfolios to address specific selection criteria  Public “profile” that can be published web- wide to attract job offers  Can be made available to multiple employers simultaneously  Rich media support, attractive presentation, and guided creation
  16. 16. Affordances of E-Portfolios for PD (e.g. teaching portfolio!) Link between learning & teaching portfolios: – Teaching portfolio is opportunity for considered reflection on one’s teaching objectives and delivery – Provides a formal and verifiable record of teaching accomplishment that can be used for variety of vocational puposes, e.g. continuation/tenure review, salary review, professional development planning – Assists in applying for teaching positions, awards and prizes Peter Seldin, 1997, “The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions”
  17. 17. What goes into a teaching portfolio?  Material from oneself: – A statement on teaching philosophy & goals – Statements of teaching responsibilities – Course/lesson planning guides – Record of professional development activities – Evidence of teaching effectiveness such as summaries of student feedback, evaluations  Material from others: – Feedback from peer review and support – Feedback on course materials – Student evaluation data – Honours or recognitions  Products of teaching/learning: – Student learning outcomes such as grades & retention rates – Examples of student work and feedback given to students – Record/examples of student achievements - Stefani, Mason & Pegler (2007)
  18. 18. E-Portfolios and Lifelong Learning  Could be created at school or university, and referenced for rest of life!  Continued planning, development, updating  Alumni connections?  Promotion of university? (Every time a graduate shows their e-portfolio to an employer or colleague…)
  19. 19. Another view of affordances: (E-)Portfolio Processes & Ownership E-Portfolios External World Learner Verifying Planning Recognising Moderating Validating Reflecting Accrediting Assessing Presenting Certifying Recording G. Attwell, 2005, “Recognising Learning: Educational and pedagogic issues in e-Portfolios”
  20. 20. A Self-Assessment Activity In your groups, review your own concept maps of the Affordances of E-Portfolios, and, with the extra richness of our discussion, decide how many “stars” your concept map deserves: – Up to 3 stars for usefulness, quality and completeness – Up to 2 stars for creativity and originality – Provide your self-assessment, any comments and score, on the Post-It Notes provided
  21. 21. Some Peer Feedback  In the next 5 minutes, in your groups, look at the other groups’ maps, and decide how many stars should be awarded to each group for their ideas: – Up to 3 stars for usefulness, quality and completeness – Up to 2 stars for creativity and originality – Provide your feedback and score, on the Post-It Notes provided  Don’t worry, there is no “winner” – every group will get some stars! 
  22. 22. YOUR “Portfolios”.  We’ll take a break soon.  When we return, we’ll be looking at Mahara and applying a lot of what we’ve just been doing in a “real” e-portfolio tool!  But first, it’s time to assemble your group portfolios. We will be using these after the break: – Names & Aims: Profile! – Definitions: Reflection! – Affordances Concept Map: Learning and Assessment! – Stars: Your Group’s “Award” for Achievement!  Well done! Please come back in 10 mins…