The document discusses ePortfolios and an upcoming workshop on ePortfolios. It includes an agenda for the workshop which covers introducing ePortfolios, exploring student ePortfolios in practice, criteria for ePortfolios, tools for ePortfolios, and questions from participants. It also includes background information on ePortfolios including their purpose to support student learning and assessment. Different types of ePortfolios like process, showcase and accountability ePortfolios are defined. The benefits of ePortfolios for student reflection, engagement and facilitating feedback are outlined.

1. http://flickr.com/photos/torres21/
ePortfolios
ULEARN 2010 PRE-CONFERENCE WORKSHOP
Nick Rate nick.rate@core-ed.org http://nickrate.com

2. The plan...
10:00am Intros and burning questions
Setting the scene presentation from Nick
Exploring student eportfolios
Purpose & Perspectives - group
12:30pm Lunch
1:15pm ePortfolios in practice:
•Jo Dudley - Ilam School
•Mark Osborne - Albany Senior High
Criteria - group
3:00pm Afternoon tea
3:15pm MoE & ePortfolios - Skype
ePortfolioTools
Big picture questions - group
Your questions
4:30pm Finish
http://flickr.com/photos/torres21/

3. Activity1: Intro & Burning Questions
Pair up with somebody in the room you don’t know.
Find out:
•Where do they teach?
•What experience to date do they have with eportfolios?
•What is one question regarding eportfolios they want
answered today?
In your pair use the form embedded in the Activity 1 page
on the Weebly site http://ulearn-eportfolios.weebly.com to
record your questions.
You will quickly introduce your buddy and share their
questions with the group.

4. The background...

5. “...assessment for the purpose of
improving student learning...”
http://flickr.com/photos/torres21/ The New Zealand Curriculum

6. “Schools should explore not only how
ICT can supplement traditional ways of
teaching but also how it can open up new
and different ways of learning.”
http://www.flickr.com/photos/nirak/ The New Zealand Curriculum

7. parents and caregivers
“...working with
as key partners who have unique
knowledge of their children and countless
opportunities to advance their children’s
learning.”
http://flickr.com/photos/torres21/ The New Zealand Curriculum

8. learn as they engage in
“Students
shared activities and
conversations with other people...”
http://flickr.com/photos/torres21/ The New Zealand Curriculum

9. “...all students should develop strategies
for self-monitoring and
collaborative evaluation of
their performance in relation to suitable
criteria.”
http://flickr.com/photos/torres21/ The New Zealand Curriculum

10. !"#$%&"'()*+'#*
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Developing students’ assessment capabilities
Michael Absolum, Evaluation Associates Ltd, Auckland
Lester Flockton, University of Otago
John Hattie, University of Auckland
Rosemary Hipkins, New Zealand Council for Educational Research
Ian Reid, Learning Media Ltd

11. “...young people should be educated in ways
that support them to assume control of
their own learning
and that they can
only do this if they develop the
capability to assess their own learning.”
http://flickr.com/photos/torres21/ Directions for Assessment in New Zealand

12. “...assessment’s primary function is to support
learning by generating feedback
that students can act upon in terms of
where they are going, how they are going, and
where they might go next.”
http://flickr.com/photos/torres21/ Directions for Assessment in New Zealand

13. “Parents and the wider school community will
also need to get better at
understanding assessment
information and interpreting it in
ways that support learning...”
http://flickr.com/photos/torres21/ Directions for Assessment in New Zealand

15. Effective reporting systems will be ones where
student voice’ is an integral
‘
part of the reporting process.
Student Led Conferences: How effective are they...?

17. “No assessment technology is in itself
formative, but almost any technology
can be used in a formative way – if the
right conditions are set in place.”
Scoping a Vision for Formative e-Assessment

18. The container...
supporting effective pedagogy
facilitating feedback
student control
ePortfolios capability
elearning
engagement
collaboration
student voice
success criteria
self-monitoring
learning conversations
partnerships in learning
http://www.flickr.com/photos/voglesonger/
assessment as/for/is learning

20. Defining ePortfolios...
How do you define eportfolios?
Think, Pair, Share
http://flickr.com/photos/torres21/

21. “...what is produced when persons
collect, select, reflectively
interpret, and/or present their own
evidence to support their assertions
about what they have
learned, know and can or should
do...”
Cambridge, 2003

22. “...ideas of what an e-portfolio 'is' are
complex and to an extent the
definition and purpose will vary
depending on the perspective from
which a particular person is approaching
the concept...”
http://www.flickr.com/photos/darthdowney/ JISC ePortfolio Infokit

23. The styles...
The
Accountability
ePortfolio
The The
Process Showcase
ePortfolio ePortfolio
www.flickr.com/photos/96dpi

24. Process ePortfolio: Supports students towards achieving
their learning goals.
www.flickr.com/photos/viernest

25. Showcase ePortfolio: Celebrates learning outcomes &
shows the highest level of achievement.
www.flickr.com/photos/made2serve

26. Accountability ePortfolio: Documents learning for
achievement of specific outcomes or standards.
www.flickr.com/photos/abbyladybug

28. The benefits...
“The use of multimedia tools is
one strategy that involves and
engages learners.”
http://flickr.com/photos/torres21/ Barrett, 2005

29. The power of ‘student voice’
should
not be underestimated. To hear students
reflecting on their own work, in their
own voice, with their own intonations and
expressions, conveys meaning in a manner
that is simply not possible in written
form.
http://flickr.com/photos/torres21/ Ian Fox 2008

30. ...thesocial networking potential
of the learning landscape and eportfolio-
related tools are features that facilitate
and enhance the making of
connections and the linking together
of people, ideas, resources and
learning...
Tosh et al., 2006

31. “...it is the quality, not just the
quantity, of feedback that merits
our closest attention.”
http://flickr.com/photos/torres21/ Sadler, 1998

32. “...opens wide the possibilities for
reflections... in action, before
action, after action, in solitude, in
consultation with peers, in consultation
with instructors... written,
spoken, videotaped, or
graphically represented...”
http://flickr.com/photos/torres21/ Riedinger., 2006

33. “...supporting the general process of
reflection, self-evaluation and action
planning for lifelong learning...”
MOSEP 2007

34. carry their
“...students can literally
eportfolio around with them and update
it at any time in any place.”
MOSEP, 2007

35. “...to define e-Portfolios as a process,
rather than just a product or a
technological system.
Attwell, 2007

36. Activity 2: Exploring Student ePortfolios
ePortfolios 1 http://yellowbat2010.edublogs.org/
http://greencat2010.edublogs.org/
ePortfolios 2 http://bethlehemcollege.ultranet.school.nz/Home/
Username:
Password:
Login, click on uSpace then click on Find Buddies.
8 students; two Year 1 students (their user icons have yellow
backgrounds) and six Year 6 students.
ePortfolios 3 http://www.pukeokahu.school.nz/
Look for the ePortfolio heading under the Cluster Map.
Links on the Activity 2 page on the Weebly site:
http://ulearn-eportfolios.weebly.com

37. The process...
Collect Project purpose
Select
Collect & organise
Reflect
Project Select learning
Interject personality
Reflect metacognitively
Inspect to self-assess
Perfect & evaluate
Connect & conference
Inject/Eject personality
Respect accomplishments
http://flickr.com/photos/torres21/ Burke, Fogarty & Belgrade (1994)

38. ePortfolio Learning Cycle
Exemplars,
creating LI, SC, Students working towards Celebrating success
matrices/rubrics new goals in their learning and achievement
1st draft “finished”
teachers example
of writing
peers Learning Learning
Feed back, story Feed back,
artifact artifact video
feed forward & board feed forward & embedded in
embedded in
self reflection/self reflection/self
portfolio portfolio
assessment assessment
brainstorm 2nd draft
family

39. ePortfolio Learning Cycle
Exemplars,
creating LI, SC, Students working towards
matrices/rubrics new goals in their learning
Learning
Feed back,
artifact
feed forward &
embedded in
reflection/self
portfolio
assessment

40. ePortfolio Learning Cycle in Practice

41. The planning...
Purpose and Perspectives
Student Parents
ePortfolio
Solution
School
Teacher Management/
Leadership
MoE Technician/
Direction Network Admin
http://flickr.com/photos/torres21/

42. The planning...
Parent/School
Students Teacher Leadership
Communty
Purpose:
Why am I doing this? What do I want to achieve? What would I like to see happening?
Features:
What does my eportfolio need to do to support the purpose?
Additional criteria/features:
What else do you want to be able to do?

43. The planning...
Parent/School
Students Leadership
Communty
Purpose:
Why am I doing this? What do I want to achieve? What would I like to see happening?
• Share learning
• Connect with friends
• Know how to get better at what I am doing
• Have my own space
Features:
What does my eportfolio need to do to support the purpose?
• Upload/embed post learning examples (photos,
movies, Web 2.0 creations)
• Allow comments
• Social networking component
• Ability to customise/personalise look
Additional criteria/features:
What else do you want to be able to do?
Student retains ownership even if leaving or transferring schools.

44. Group Activity 3: Purpose & Perspectives
Taking the perspective or role as given to your group (either
student, teacher, parent or school leadership), discuss and
add your ideas.
In your group open the appropriate Google Doc as listed on
the Activity 3 page on the Weebly site http://ulearn-
eportfolios.weebly.com
Groups: Refer to the shape on the top left of your card and
find others with the same.
Square: Student1 Circle: Parent1
Star: Student2 Cross: Parent2
Triangle: Teacher2 Rectangle: Leadership1
Oval: Teacher2 Doughnut: Leadership2

45. Group Activity 3: Criteria
Following on from the last activity, what criteria (features)
are required in the tool you use for eportfolios?
Will this lead you to using a blog, LMS eportfolio module,
wiki, dedicated eportfolio tool, or a mash-up?
After discussing this in your group use the form embedded
in the Activity 4 page on the Weebly site http://ulearn-
eportfolios.weebly.com to record your top 10 features.
Groups: Refer to the colour on the top right of your card
and find others with the same to form a group.

46. The checklist...
Web based (anywhere, anytime, any device)
Web 2.0 tool integration/embedding
Ability to comment, reflect & feedforward on learning
Ability to demonstrate learning
Facilitate social networking
Secure
User friendly
Aesthetics
User storage space
Manageability
Expandability
Availability of technical support
Cost
Access/edit/contribute from mobile device

48. Group Activity 5: Big Picture Questions
In your group review your given question. Discuss and then
report back to the whole group with your views and ideas.
Refer to the Activity 4 page on the Weebly site http://
ulearn-eportfolios.weebly.com for you group’s question.
Groups: Refer to the animal on the bottom left of your card
and find others with the same.
Cow: Question 1 Sheep: Question 5
Pig: Question 2 Horse: Question 6
Chicken: Question 3 Dog: Question 7
Duck: Question 4 Cat: Question 8

49. Should an eportfolio include all aspects of a
student’s life and learning?
www.flickr.com/photos/pasq

50. What happens when a student leaves school?
Transfers? Moves to a new class?
www.flickr.com/photos/bigtallguy

51. Who retains ownership and control?
www.flickr.com/photos/sveinhal

52. Open to the world?
www.flickr.com/photos/willfuller

53. Are your parents and teachers ready?
http://flickr.com/photos/torres21/

54. Do your current internet policies cater for
eportfolios and use of Web 2.0 tools?

55. Will your eportfolios play a role in reporting
achievement against the National Standards?

56. Do you need a proprietary system or is a
mash-up of Web 2.0 tools OK?
www.flickr.com/photos/diathesis

57. Is it important for eportfolios in your school to
have a consistent look and feel?
http://www.flickr.com/photos/cobalt/

58. Are eportfolios flexible enough to adapt to a
students preferred way of reflecting and
receiving feedback?
www.flickr.com/photos/raigverd/

59. Should your school expect the teachers to
have a reflective eportfolio just as the students
do?
http://flickr.com/photos/torres21/

61. The management...
In order to be effective and support the process of student
learning, eportfolios:
•need to be embedded into your teaching and
learning.
•require a high level of access to technology.
•you need to set time aside for students to first learn
how and then to actively reflect and give feedback
on learning.
Start small, and work your way up. Get students actively blogging
in a class blog and move on to individual spaces

62. The management...
ePortfolios do not add to your workload. Instead you will need
to change some of the ways you:
• give feedback
• facilitate reflection
• engage students in self and peer assessments
and
• you need to adapt learning and teaching so that
the process and outcomes can be shared
digitally within the eportfolio platform.