The document discusses the purpose and development of e-portfolios in education, emphasizing their role in adapting to changing learning demands and pedagogic approaches. It highlights the importance of reflection in the learning process, the challenges of ownership and access to e-portfolios, and the need for effective representation of informal learning. Additionally, it suggests that e-portfolios are particularly effective in project-based learning and assessments that promote deeper reflection.

1. Graham Attwell E-portfolio development and implementation

2. What is the purpose of an e-Portfolio?

3. assessment portfolios

4. presentation portfolio

5. Personal Development planning

6. Personal learning portfolio

7. the development and implementation of e-Portfolios reflects an engagement by the education and training systems and institutions with changing demands for education through society and with changing forms of learning reflected through the use of social software.

8. Drivers of change include more student centred pedagogic approaches, more flexible programme provision, a greater emphasis on lifelong learning, and a move toward competence based assessment.

9. issues

10. Changes in teaching and learning

11. Linear / slowBased on proprietary knowledgeViews ideas as strategic advantageFacilitated by mentorsLearning takes place by reverse engineeringProgresses by "shoulders of giants"Based on the wisdom of experts ‘ Old Learning’

12. Exponential, networked, quick Based on shared knowledge Ideas are "paid forward" Facilitated by Micromentors Lessons-learned benefit all Progress by the "mash-pit" Based on the wisdom of crowds Based on the wisdom of crowds Based on the wisdom of crowds Based on the wisdom of crowds Based on the wisdom of crowds Based on the wisdom of crowds Based on the wisdom of crowds ‘ New Learning’

13. who provides the e-portfolio?

14. who owns the e-portfolio e-portfolio

15. open or closed?

16. Planning Validating Assessing Recording Recognising Reflecting Presenting Verifying Moderating Accrediting Certifying External world Learner Quality standards e-Portfolios Who owns the e-Portfolio?

17. who can access the e-Portfolio and for what purposes?

18. what should an e-portfolio contain?

19. How do we represent and recognise informal learning?

20. how can we facilitate reflection

21. The challenge is to somehow encourage students to spend more time on this reflection stage, exploring more what they have done/achieved. I suspect that this would help them to design more useful plans and, by thinking about their learning, become that elusive better learner.”

22. reflection is always a fiction where students write specifically to the needs of the tutor.

23. Forming an opinion Expressing and opinion Articulating and opinion Justifying an opinion Defending an opinion Supporting opinions of other Challenging others’ opinions Questioning others Seeking clarification Representing others opinions Building on others’ opinions Sorting fact from opinion Sorting fact from opinion Sorting fact from opinion Sorting fact from opinion Sorting fact from opinion Sorting fact from opinion Sorting fact from opinion Sorting fact from opinion Sorting fact from opinion Sorting fact from opinion Sorting fact from opinion Sorting fact from opinion

24. The development of reflection through e-Portfolios may work best in project-based learning and when reflection is linked to activities

25. Assessment for learning or assessment of learning

26. group assessment and authentic assessment

29. Thanks for Listening Wales Wide Web - www.knownet.com/writing/weblogs/Graham_Attwell