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ePortfolios and information literacy

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What has sparked this interest in ePortfolios and school libraries? Partly the introduction of a Personal Learning Plan for South Australian senior secondary students, combined with increasing discussion on ePortfolios in Australia and worldwide, and the ongoing debate about 21st century information literacy.

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ePortfolios and information literacy

  1. 1. ePortfolios Information literacy & Web 2.0 Pru Mitchell Senior Education Officer
  2. 2. About me my writing my work my profession my ePortfolio my connections my interests my learning my CV
  3. 3. Why ePortfolios & Info Literacy? <ul><li>introduction of a Personal Learning Plan for South Australian senior secondary students </li></ul><ul><li>increasing discussion on ePortfolios in Australia and worldwide </li></ul><ul><li>debate about 21 st century/Web 2.0 information literacy </li></ul>
  4. 4. SA Personal Learning Plan <ul><li>students learn how to </li></ul><ul><li>“ develop, implement, review and adjust personal learning goals and choices to prepare for their education and their future career and life pathways” </li></ul><ul><li> </li></ul><ul><li> SACE Personal Learning Plan </li></ul>
  5. 5. Capabilities SACE Personal Learning Plan Subject Summary work personal development learning communication citizenship
  6. 6. Stage 2 Research project <ul><li>students undertake a detailed self-directed study in an area of interest </li></ul><ul><li>identify, develop, reflect on, and evaluate capabilities </li></ul><ul><li>communicate findings, new ideas, and new insights </li></ul><ul><li>take responsibility for providing evidence of their learning and ensure that the teacher verifies it </li></ul>Research Project Subject Summary
  7. 7. Challenges <ul><li>for learners </li></ul><ul><li>for teachers </li></ul><ul><li>for timetablers </li></ul><ul><li>for moderators </li></ul><ul><li>for teacher librarians </li></ul>Remarkable Rocks
  8. 8. A case for ePortfolios? ?
  9. 9. What is an ePortfolio? <ul><li>An electronic portfolio is a bank of files or a repository of digital evidence selected by students to demonstrate their learning and to monitor their learning progress VELS Glossary </li></ul>
  10. 10. Assessment Image © State of Victoria (Department of Education and Early Childhood Development) www.education.vic.gov.au/studentlearning/assessment/preptoyear10/assessadvice/
  11. 11. Assessment AS learning <ul><li>students in the centre of learning process </li></ul><ul><li>develop metacognitive practice </li></ul><ul><li>understand the purposes of their work </li></ul><ul><li>generate personal learning goals that link to standards </li></ul><ul><li>actively reflect on their progress </li></ul><ul><li>take part in self and peer assessment </li></ul><ul><li>Satchwell & Grift </li></ul>
  12. 12. ePortfolio guru: Dr Helen Barrett <ul><li>electronicportfolios.org </li></ul>
  13. 13. Reflection <ul><li>We don’t learn from experience; we learn from reflecting on experience (attrib. John Dewey) </li></ul>
  14. 14. Process or product? <ul><li>the portfolio as process (collection, selection, reflection, direction, presentation) </li></ul><ul><li>the portfolio as product (the notebook, the website, the CD-ROM or the DVD and the technological tools used to create the portfolio-as-product ) </li></ul><ul><li>Helen Barrett , 2008 </li></ul>
  15. 15. What do ePortfolios look like? <ul><li>Jess the Year 9 uses a wiki </li></ul><ul><li>Robert the academic has a great blog </li></ul><ul><li>Concetta the consultant lives in a social network </li></ul><ul><li>Julian the Moodleman plugs into Moodle </li></ul><ul><li>New Zealand manages Mahara </li></ul>
  16. 16. Jess @ jesseportfolio.wikispaces.com
  17. 17. Robert @ elgg eduspaces.net/drrf
  18. 18. Concetta @ m e.edu.au/p/cgotlieb
  19. 19. ePortfolios in Moodle
  20. 20. mahara Free trial spaces www.edna.tv/mahara www.foliospaces.com
  21. 21. Why ePortfolios? <ul><li>increase learning effectiveness </li></ul><ul><li>improve information technology skills </li></ul><ul><li>enable accreditation beyond the classroom environment </li></ul><ul><li>enable connections among formal and informal learning experience </li></ul><ul><li>enable an archive of one’s artefacts and reflections </li></ul><ul><li>enable the efficient management of students’ work </li></ul><ul><li>increase transparency </li></ul>
  22. 22. Benefits of digital <ul><li>easier to maintain, edit and update </li></ul><ul><li>more likely to be reviewed </li></ul><ul><li>more readily include graphics, rich media content, audio, animation and video </li></ul><ul><li>more flexible, accessible, portable, shareable </li></ul><ul><li>easier to search for and retrieve records </li></ul><ul><li>manipulate, tag, refine and reorganise assets </li></ul><ul><li>not restricted to a linear, hierarchical or chronological structure </li></ul>
  23. 23. Challenges <ul><li>finding the most convenient and time-effective way to create classroom e-portfolios </li></ul><ul><li>teaching students how to properly create and use e-portfolios </li></ul><ul><li>selecting, editing, and publishing e-portfolios demands student and teacher time </li></ul><ul><li>dealing with file types: does everything have to be digital, or is it enough to reference paper-based evidence and artefacts? </li></ul>
  24. 24. Challenges (cont’d) <ul><li>storing ePortfolios requires server or online space </li></ul><ul><li>transferring e-portfolios between grades or schools </li></ul><ul><li>protecting the identity of students when publishing e-portfolios </li></ul><ul><li>ensuring that e-portfolios are not tampered with after publishing </li></ul>
  25. 25. Who’s in control? <ul><li>personal control of learning history rather than institutions controlling learner history </li></ul><ul><li>George Siemens </li></ul>
  26. 26. Information literacy implications <ul><li>collecting </li></ul><ul><li>reflecting </li></ul><ul><li>tagging </li></ul><ul><li> linking </li></ul><ul><li>selecting </li></ul><ul><li> presenting </li></ul>Born digital? Web 2.0? media rich?
  27. 27. Managing a collection <ul><li>collecting </li></ul><ul><li>reflecting </li></ul><ul><li>tagging </li></ul><ul><li> linking </li></ul><ul><li>selecting </li></ul><ul><li> presenting </li></ul>Collection policy Cataloguing Selection criteria
  28. 28. Getting your hands dirty
  29. 29. Stages of ePortfolio maturity <ul><li>scrapbook </li></ul><ul><li>CV </li></ul><ul><li>curriculum collaboration between student and faculty </li></ul><ul><li>mentoring leading to mastery </li></ul><ul><li>authentic evidence as authoritative evidence for assessment, evaluation and reporting </li></ul><ul><li>Love, McKean & Gathercoal 2004 </li></ul>
  30. 30. Staying informed <ul><li>Australian ePortfolio Project Australian Universities </li></ul><ul><li>Australian Flexible Learning Framework E-Portfolios </li></ul><ul><li>European Consortium for the ePortfolio </li></ul><ul><li>Jackie Miers ePortfolio resources </li></ul><ul><li>Jerry Leeson Tech-Ed collisions blog </li></ul><ul><li>me.edu.au ePortfolio community </li></ul>
  31. 31. Discussion points <ul><li>What information literacy skills are pre-requisites for success in ePortfolio development? </li></ul><ul><li>Why is learner control of an ePortfolio so important? </li></ul><ul><li>How would you get started with your own personal or professional ePortfolio? </li></ul>

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