Where do eportfolios fit (in the MLE and with LMS)?
What is a managed learning environment all about?
Where does an ePortfolio fit?
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• To provide an introduction to the MLE concept
• You can join in no matter where you are at (personally, or school-wise)
• To explain the place of the ePortfolio
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
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Curriculum & Pedagogy
School curriculum inc. lesson plans (school, subject,
Learning Management Systems (LMS)
ePortfolios (record of learning)
Course Management Systems
Student Management Systems (SMS)
Student Record Transfer (SMS-SMS data exchange)
Digital Learning Objects
Library Management Systems
Content Management Systems
Web mailWeb mail
Reusable and portable contentAssessment support
Authentication flows (existing)
Data flows (existing) Data flows (proposed)
Authentication flows (proposed)
Or as a wiring diagram
Objective of the MLE activity
• To design and promote an
– educationally relevant
approach to the development and use of MLE for (NZ) schools
Key work strands
• Attendance management
• ENROL Integration
• Online systems / LMS / Parent Portals
• Reusable and portable content
• Identity and access management (or single sign-on)
• Assessment (including National Standards)
• How many of you are using electronic attendance registers?
• How many of you have signed up for the 12 months fee-free
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?
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
• And we have been busy and have much on the go
– Guidelines for schools
– Case studies together with JISC (Starting 9/9/10)
• 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
• 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
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
3. details of their distinguishing features and advantages
4. evidence of why ePortfolios are described as an approach to teaching
5. their educational benefits and outcomes
6. the relationship between digital portfolios and learning management
7. information about their relevance for staff as well as students
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
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
• 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
• At this stage we are quite comfortable with MyPortfolio down to level 7
• We are funding improvements in usability
• Taster sessions being offered
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
• 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
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
• That is, an ePortfolio is both a quantifiable thing and at the same time,
• 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.
Collect, Select, Reflect, Publish
•What tools can you use – some common New Zealand examples?
• Blogs, wikis
• MyPortfolio (Mahara)
Reflection – what’s the big deal?
• both independent and collaborative learning
• connections between all strands of learning
• user rationalisation of the ePortfolio’s contents to show how learning has
• goal setting and time skills
• self-thought about one’s own learning – what has been achieved – how to
• 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