Tas e-portfolio hands on workshop 230511
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This document discusses creating an e-portfolio and provides guidance on the process. It outlines 6 steps to creating an e-portfolio: 1) determine the audience and purpose, 2) collect evidence and information, 3) upload files and create artifacts, 4) create views of the portfolio, 5) allow feedback, and 6) self and peer assessment with reflection. Examples of e-portfolio platforms like Mahara and blogs are provided. The purpose of e-portfolios is highlighted as demonstrating skills, reflective practice, resume/profile building, and personal or career planning. Resources for e-portfolio support are listed.
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3) Content can include text, images, videos, and other media. Maintaining an e-portfolio helps with career development, learning, and building an online presence.
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The document discusses what an online portfolio is and how to create one. It defines an online portfolio as a collection of work and reflections stored digitally and made available online through a website. It should introduce the viewer to the creator, contain examples of their work, and showcase their skills and experience. The document provides examples of the types of content to include and how to organize different sections. It also lists different website-building tools and platforms that can be used to set up an online portfolio.
Career Portfolio Manitoba for ASEC
The document discusses ePortfolios and their use for learning and skills assessment. It provides examples of ePortfolio implementations from different countries and contexts. Key points are that ePortfolios can showcase learning, provide evidence of skills, and support reflection. When combined with social software, they allow sharing and collaboration.
Portfolio Life --at Mercy College
The document discusses ePortfolios and how they can incorporate elements of social networking to support lifelong learning. Some key points:
1) EPortfolios have traditionally been used in education to store work, reflect on learning, and showcase achievements, while social networks more recently facilitate sharing experiences and networking.
2) These boundaries are blurring as ePortfolios adopt social networking strategies like blogs, comments, and connections with a personal learning network to better support intrinsic motivation and deep learning.
3) An integrated ePortfolio/social network approach can help learners find voice and passion through autonomy, mastery, and purpose - key elements of intrinsic motivation - to make learning self-directed and lifelong.
Captured Alive: Generating visually rich evidence to support learning (throug...
Traditionally evidence in education has been captured through text and writing. This has limited how evidence could be represented, especially when demonstrating practical skills and applied knowledge.
Eportfolios and mobile devices are being used to visually capture evidence within the Australian vocational education and training (VET) sector to demonstrate people’s exiting skills when entering a course or while remaining in the workplace.
Capturing evidence through video, audio and digital images is allowing the better representation of a person’s skills and ability, thus providing cost saving to learners, employers and training providers and enabling people who are less text-literate to gain a qualification.
This evidence collection method is also allowing individuals to develop their digital literacy skills by being supported to effectively represent themselves online. This evidence is also being re-used and re-purposed by learners to gain employment or a promotion; entry into higher qualifications and/or gain credit/articulation; as well as applying for grants or entering exhibitions.
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Tas e-portfolio hands on workshop 230511
- 1. Creating your own e-portfolio Allison Miller – Business Manager E-portfolios – Managing Learner Information
- 2. Manage learning/ knowledge Digital Objects Transitions, Applications, Recognition, Assessment, Development Present, Reflection, Plan, Collaborate, Share
- 3. http://herkules.oulu.fi/isbn9514265513/html/graphic66.png Individual learning plans Improved communication
- 4. Smart pen Flip video
- 5. Point of View glasses Smart phones
- 7. Investigate 3. www.studenteportfolio.qut.edu.au/ 6. mahara.org 4. BLOG: joannahughes.wordpress.com/ 5. WIKI: joannahughes.wetpaint.com/ 1. bit.ly/mahara-eg 7. bit.ly/vumieg 2. bit.ly/pebblepadeg
- 8. What were the purpose of these e-portfolios?
- 10. Creating an e-portfolio 1. Picture of competency Determine audience/purpose (Why? How? - mindmap) 2. Questions Collect evidence/information (What? When? - mindmap) 3. Upload files/Create artefacts File management Digital literacy 5. Feedback Allow others to see/access 4. Create a ‘view’ How best to present? (How? - mindmap) 6. Self & Peer assessment Reflect – how? why? what next? Assessment for learning principles
- 11. Time to play Create your own e-portfolio Go to: http://mahara.e-skills.com.au Populate your profile/CV Go to: Profile Upload files/Create artefacts Go to: My Portfolio My files/My blog Create views Go to: My Portfolio My Views Embedded media/Source artefacts Find: RSS Feed YouTube Video Investigate Go to: Groups Setting
- 12. Join E-portfolios emailing list .... Email: [email_address] with ‘Subscribe to email list’ in the Subject line
- 14. Contact me Allison Miller E-portfolios Business Manager [email_address] 08 8207 8872 E-portfolio links – flexiblelearning.net.au/e-portfolios flexiblelearning.net.au/e-portfoliosblog delicious.com/imillera/e-portfolio
Editor's Notes
- Who am I
- Manage learning/new knowledge, skills & abilities using digital objects/environments controlled by a personal online space to help with transitioning, applications, recognition, personal/professional/career development
- Fortescue Metals & Challenger TAFE – Landscape students Students at a distance Gather existing workplace information Structure/Checklist provided Manage in one place Asynchronous communication Assessor determines how evidence maps against training package Use Cases Avoiding the compartmentalising of training packages Managing holistic assessment whether on the job or RPL or project based Tagging work to aggregate ‘units of competency’ Assessor mapping the skills and knowledge back to the Training package Use digital technologies to capture evidence
- Vote – add tick to left for Tool or right for Concept
- http://www.studenteportfolio.qut.edu.au/forstudents/samples.jsp