iDentity: Negotiating constructions of self in the digital space
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My presentation addresses how to negotiate personal, student, and professional identity construction in the development of online portfolios for use in both coursework and transitioning into the workplace. For this presentation, I would like to draw upon my own experiences in creating a professional online portfolio while an undergraduate student. I will speak about audience and multimodal awareness in the crafting of a public, professional identity that combines text and visual forms in the digital space. This will include design choices, sample selections, copyright considerations, branding, and content management. I will also talk about how this portfolio, which I launched in 2004 and still maintain, has evolved through the years along with my professional identity and the technology that supports it.
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This document discusses the concepts of space, place and belonging in relation to ePortfolios. It argues that ePortfolios can be reimagined as permeable, flexible spaces that foster placemaking and belonging. When designed to give students ownership, control and agency, ePortfolios have the potential to become safe places where students can engage in self-authored learning and knowledge production. However, ePortfolio spaces are often constrained and act as anti-belonging environments due to issues like surveillance, limited access and lack of student control. The document proposes rethinking ePortfolio design through the lens of space and place to create environments that facilitate belonging, flexibility and student-driven inquiry.Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...
Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...ePortfolios Australia
This document provides an overview of an interactive workshop on using OB3 to create reflective practice portfolios for capturing learning experiences through formal, non-formal, and informal education. The workshop objectives are to introduce OB3, create media-rich documents, and develop elements for a reflective practice portfolio. OB3 is described as a personal learning environment that empowers users to produce and share media-rich content as part of their learning. Examples are given of how OB3 can be used for formal education, non-formal training, informal learning, and lifelong learning by allowing individuals to author and curate content that travels with them throughout their educational experiences.Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...
Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...ePortfolios Australia
OB3 – Beautiful Study for Lifelong Learning is a personal learning environment for creating and sharing content as part of informal, non-formal, and formal learning. Within minutes, individuals with basic technological skills (i.e. users of MS Office, internet browsers, and email applications) can author and share media-rich documents including hyperlinks, embedded discussions, videos, and/or audio-recordings. In the last two years, OB3 has been used to build ePortfolios for reflective practice in an MBA programme, and professional certification in a Midwifery programme. During the workshop, attendees will learn how to build an OB3 reflective practice portfolio. They will learn how to 1) capture their thoughts in writing, audio recordings, video, photos, hyperlinks, etc. to reflect on development areas; 2) keep private and personal records of their reflections as they happen; 3) email content and any attachments from their mobile devices directly to their portfolio; and 4) share selected sections of their reflections with other people as part of a course or co-creation for understanding project.
Who am I becoming? Karen Buckley & Dr Orna Farrell
"This session will introduce the work of Eportfolio Ireland, a professional learning network for practitioners and researchers. In this session, we will engage in a structured discussion around issues of identity and ethics in the context of eportfolio practice. Together we will consider the following questions:
- Who owns student eportfolio data?
- What happens if a student documents activities which are in breach of law?
- Is it ethical to ask students to pay for continued eportfolio access after graduation?
- What is the relationship between identity formation and eportfolio development?
- How do students capture their identity formation journey through eportfolio?
- How does eportfolio create self-constructed multiple identities?"
Strategies to Improve your Digital Well-being Using ePortfolios Marie B Fisher
Digital well being is an important aspect of our work and study that often takes ‘a back seat’ in our overloaded lives.
The aim of this paper is to reflect on what Digital Well being means to us and how ePortfolios can be used to achieve our life and work goals.
How do we define digital well being? Why is it important?
How can we refresh and use our ePortfolios to improve our job prospects, engagement or collaboration with others and work life balance?
What can we change in our approach when challenges overwhelm or stymie our Digital well being?
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