Where do eportfolios fit (in the MLE and with LMS)?


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Ian Munro on eportfolios and their place in the managed learning environment work program. To Auckland secondary schools in October 2010.

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  • pja2, the paper outlining how the LMS and eportfolio could integrate (and meet the need for content a school would 'control') is now published at http://wikieducator.org/LMS-MyPortfolio_Interoperability_Project
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  • pja2, I agree with you some of this content will be required for assessment but would phrase it as this being a school (not Ministry) want or need (and one the Ministry agrees with and supports). Within the next two weeks we will publish a discussion paper that seeks input on topics such as this. Please watch/join the MLE Reference Group to see the release of this paper. https://groups.google.com/group/mle-reference-group?hl=en

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  • Hi Paul
    My understanding of the Ministry’s content for e-Portfolios includes (1) Evidence of activities (2) Assessments (3) Feedback (4) Reflections. Would the Ministry not want some of this content (Assessments) under the control of schools?
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  • Ray,thanks for dropping by and leaving a comment. I can not offer you a transcript or speaking notes but can clarify that we do not see the LMS and the MLE as the same thing. The eportfolio and the LMS are both component parts of the MLE, meaning the eportfolio is not *within* the LMS but *alongside*. I think you would approve. We believe it must be learner-controlled, outside school control and available to learners as and when they want. Exact start and end ages are muddied somewhat by funding and who pays but essential it could be for life. Watch the MLE Reference Group over the next few weeks, as we have further updates on eportfolios.
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  • Paul,
    I'm impressed with the thoroughness of your presentation and would love to see/hear a transcript . However, as you may guess, I do not see the ePortfolio as sitting *within* the LMS/MLE but rather *alongside* it. If the ePortfolio is to be truly portable, ie Lifelong and Lifewide, it cannot be contained within any one institution. However, if NZ really intends a national hosting of ePortfolios that would be a different scenario - as long as the owner does not want to move to Australia or Europe etc.

    Kind Regards,
    Ray T.
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Where do eportfolios fit (in the MLE and with LMS)?

  1. 1. What is a managed learning environment all about? Where does an ePortfolio fit?
  2. 2. 2 of 8 Presentation objective • To provide an introduction to the MLE concept so that • You can join in no matter where you are at (personally, or school-wise) and • To explain the place of the ePortfolio
  3. 3. What is an MLE? “Software tools and digital content that support learning” • Comprises many different modules, such as an SMS, LMS, eportfolio tool, blog, repositories for digital learning objects and many more • Check out the MLE Reference Group to learn more • Or view the component parts
  4. 4. 5 of 8 Curriculum & Pedagogy National curriculum School curriculum inc. lesson plans (school, subject, teacher) Learning Management Systems (LMS) ePortfolios (record of learning) Course Management Systems Assessment tools Planning tools Communication Blogs Podcasts Chatrooms Noticeboards Social networking Discussion threads Audio conferencing Administration Student Management Systems (SMS) Student Record Transfer (SMS-SMS data exchange) NCEA returns Calendaring Timetabling eReturns ENROL Resources TKI Websites Wikis Digital Learning Objects Library Management Systems Content Management Systems Authoring/publishing/editing tools Enabling Services Identification / authentication National Student Index Parental portal Transport mechanisms Metadata schema Interoperability standards Specifications Shared content
  5. 5. SMS ENROLENROL Student record transfer Student record transfer e-asTTle PAT e-asTTle PAT Early notification Early notification eReturnseReturns Library system Library system Metadata searching Metadata searching Web mailWeb mail Digital content stores Digital content stores IdP Content Authoring Tools Content Authoring Tools NSINSI SMS - directory integration eportfolioeportfolio LMS Parent portal Parent portal Online office suites Online office suites National Standards National Standards Electronic attendance registers Electronic attendance registers ENROL integration IAM Reusable and portable contentAssessment support Attendance support Authentication flows (existing) Data flows (existing) Data flows (proposed) Authentication flows (proposed) Or as a wiring diagram
  6. 6. As a collection of tools
  7. 7. Objective of the MLE activity • To design and promote an – educationally relevant – open – modular – standards-based – sustainable approach to the development and use of MLE for (NZ) schools
  8. 8. Key work strands • Attendance management • ENROL Integration • Online systems / LMS / Parent Portals • E-portfolios • Reusable and portable content • Identity and access management (or single sign-on) • Assessment (including National Standards)
  9. 9. Attendance management • How many of you are using electronic attendance registers? • How many of you have signed up for the 12 months fee-free early notification?
  10. 10. Online systems / LMS / parent portals • Uptake subsidies now available many schools • Working with eTAP (eTAP), Edtech (Ultranet) and Dataview (KnowledgeNET and Moodle) • Rapid over-subscription of primary quota but secondary okay • Intention is to assist 200-300 schools per year • Check out the SMS – LMS Group to learn more • But how do you choose?
  11. 11. Online systems / LMS / parent portals cont. • Does your strategic direction include technology? • Does your technology needs include a LMS? • Document your needs and your wants • Review options and what others around you are doing • The value in sharing an LMS with another/other schools • Remember the people aspect of change management, including leadership buy-in and shared ownership • And yes, you can obtain many/all the benefits without an LMS (by using other tools) – the decision is yours
  12. 12. E-portfolios • And we have been busy and have much on the go – Guidelines for schools – Case studies together with JISC (Starting 9/9/10) – Mahara • Investment in usability (Started) • Scoping integration with LMS (Starting 9/9/10) • Taster sessions (Taking requests now) • Finding other partners/backers within the Ministry (Ongoing) • This is probably the most important part of our current work
  13. 13. Musings • Pre-conditions for successful implementation of (e, b or d) -learning tools and benefits of school-wide use • Importance of community • E-portfolios: Contribute to what tools should be integrated and how we together build capacity • LMS: Do you really need one? • I am reading blogs and groups on learning analytics • So what are you going to do next? • And while I am here what questions (or messages) do you have for me?
  14. 14. ePortfolios We are currently developing guidelines to ePortfolios – the scope includes: 1. helpful information about the evolution of digital portfolios 2. information about what they are, what they contain and how they are used 3. details of their distinguishing features and advantages 4. evidence of why ePortfolios are described as an approach to teaching and learning 5. their educational benefits and outcomes 6. the relationship between digital portfolios and learning management systems 7. information about their relevance for staff as well as students
  15. 15. ePortfolios 8. the infrastructure and hardware requirements to implement 9. information about the associated pedagogical shift 10. what to be aware of and look out for 11. a strategy for implementing ePortfolios 12. the details of the common systems (and what they include) available in New Zealand 13. profiles of a number of schools’ implementation processes, pathways and key learning lessons 14. appendices with some relevant international research 15. a list of frequently asked questions
  16. 16. ePortfolios • We are undertaking research as to what needs to be done to ensure better interoperability between common LMS and MyPortfolio • The providers of LMS that include an ePortfolio are clear about our position • At this stage we are quite comfortable with MyPortfolio down to level 7 • We are funding improvements in usability • Taster sessions being offered
  17. 17. ePortfolios – some definitions • an ePortfolio is a type of online working environment, or learning journey that can house or has access to many digital artefacts and resources in various media formats. • The artefacts can include goals, reflections, feedback, evidence of activities, assessment etc. • The artefacts can be combined in various ways to produce different ‘views’ for specific audiences, the ePortfolio is controlled (owned) by the student. • A view may contain, for example, relevant evidence of a person's learning progression, competencies and achievement. There is no one correct model, approach, or definition of an ePortfolio
  18. 18. ePortfolios – some definitions • For better understanding it is also necessary to think of the use of an ePortfolio as an approach, or method, or support structure to teaching and learning. • That is, an ePortfolio is both a quantifiable thing and at the same time, a process. • The use of digital media enables students to record and collect digitised artefacts including text, audio, video, and multimedia that represent their ideas, learning experiences, expressions and reflections. • The power of the ePortfolio comes from the process – the interaction between students, peers and teachers as the specific views evolve and the student’s learning is created, shaped, expressed, and owned.
  19. 19. Collect, Select, Reflect, Publish •What tools can you use – some common New Zealand examples? •Commercial • KnowledgeNet • UltraNet •Web 2.0 • Blogs, wikis •Open Source • MyPortfolio (Mahara) •Google Aps •Blended
  20. 20. Reflection – what’s the big deal? It encourages: • both independent and collaborative learning • connections between all strands of learning • user rationalisation of the ePortfolio’s contents to show how learning has occurred • goal setting and time skills • self-thought about one’s own learning – what has been achieved – how to improve it • an understanding that learning is self-determined and controlled • analysing our past experience and applying it in future activities • planning of where to and what next