1) The document discusses the proliferation of different e-portfolio systems that exist across schools, colleges, and learning platforms, which limits the portability of student work between institutions. 2) It then examines definitions and metaphors used for e-portfolios, as well as potential functions like showcasing, customization, feedback, and assessment. 3) Key challenges are identified around adoption of e-portfolios, including outdated views of their purpose and a lack of support for lifelong learning beyond formal education settings.

1. Why so many differentE-Portfolios ? Or a voyage of discovery into e-Portfolios and Lifelong LearningRay TolleyMaximise ICT Ltd

2. Before looking at the number of e-Portfolios available to us, we should first look at the number of VLEs or Learning Platforms available to schools and colleges. And then reflect upon how many different implementations of e-Portfolios might be generated by each individual school’s VLE.

3. FirstClass How many differentVLEs do you recognise ?

4. The first problem for those who want to use an e-Portfolio as a Lifelong learning tool is that in most cases where the e-Portfolio is embedded within the VLE it is not easily ‘portable’ between institutions. Some may say that ‘interoperability’ will solve the problems of ‘portability’, however, we need to be careful about what can actually be ported from one system to another – very little in my view.

5. Some 18 months ago, whilst investigating the impact of VLEs in schools, we asked the following question and the resultant graph on the next slide reveals a worrying state of affairs. However, the responses for ‘setting up and testing’ are also of concern in that, when asked further, none of the respondents could actually describe the potential functions of their e-Portfolio apart from ‘showcasing’.

6. Do you have an e-Portfolio system up-and-running?

7. Based upon the previous concerns, the following slides summarise some of my research and findings as presented to Becta last year.

8. An investigation into the use of e-Portfolios in schools particularly in Key Stage 4 by R J Tolley 30/04/2008

9. Becta’s Mandate ‘By spring 2008 the DCSF expects your learners to have access to a personal online learning space.’ ‘….with the potential to support an e-portfolio (provided by their local authority)’ ….to support assessment for learning, personalisation…. Learner engagement…. e-portfolios…. Tools and services - providing communication tools such asemail, messaging, discussion forums and blogs.

11. That provide evidence of an individual’s progress and achievements;

12. Drawn from both formal and informal learning activities;

13. That are personally managed and owned by the learner;

14. That can be used for review, reflection and personal development planning;

15. That can be selectively accessed by other interested parties e.g. teachers, peers, assessors, awarding bodies, prospective employers.’Helen Beetham (2005) http://www.jisc.ac.uk/uploaded_documents/eportfolio_ped.dochttp://www.jisc.ac.uk/uploaded_documents/eportfolio_ped.doc

16. From Dr Helen Barrett Mirror Map Sonnet Theoretical Act Story Journey Laboratory Test Showcase Celebration of Learning Across the Lifespan Comparison with Financial Portfolios Campfires around which we tell our stories My digital clone My work companion My butler My dashboard My planner Toothbrush My IPR manager Caterpillar Confessional Kaleidoscope Window(s) Tail-end-Charlie Gatekeeper Constant Companion Festival http://electronicportfolios.org/metaphors

17. From Evangeline Stefanakis To see how portfolios can be a Window into the Learner’s Mind, it takes time to examine the student’s work and accompanying reflections. It may be helpful to first review the work, then the reflections, and then go back to the work to see what students did (visible in the work sample), along with how they did it and what they learned (in the reflection). ‘Multiple Intelligences and Portfolios’

18. Problem-Identification Problem-Solving Communicating Solutions Multiple Intelligences and Assessment Ethical-Spiritual Idea from ‘Multiple Intelligences & Portfolios’ by Evangeline Stefanakis

19. contexts needs expectations pleasure feelings physical desires social intellectual fun interests aspirational cognitive rational aesthetics The Joy of e-Learning Idea from a dissertation by Eva de Lera, University of Cataluña

21. Lack of confidence and experience of new technologies,

22. Lack of imagination re Helen Barrett’s metaphors,

23. Lack of encouragement by examination boards and assessors,

25. Traditional didactic styles often decades old,

26. Failure to invest in imaginative resources,

27. Limited to internal use eg for PDP,

28. Lack of understanding of how e-portfolios can be used for Lifelong, Lifewide Learning.Old university styles

30. Larger industries train for own skills-developments only,

31. SMEs do not have the resources for staff-development,

32. Personnel are often more mobile,

33. Lack any interest in how e-portfolios can be used for Lifelong, Lifewide Learning.Industry not equipped

34. ‘Confessions of a Teacher’ The parents were all amazed at their child’s e-portfolio. The children ran their conferences. They showed their parents their e-portfolios and I was there to make comments about the feedback that I had posted on their goals. It was great to see some parents who were very unsure about e-portfolio take delight in the fact that the children were leading the show. Confessions of a Teacher at http://lissylea.blogspot.com/2009/06/arrrgh.html

35. Home Access A government drive to make computers and the internet more accessible to low-income families has been so successful that funding is extended to allow more families to benefit from the scheme. Since the launch in February 2009, over 7,500 applicants have benefited in the pilot areas. Home Access will ensure every learner has an equal chance to tap into the benefits of the internet to enhance their learning. The £300 million Home Access programme aims to deliver equal learning opportunities to the 35 per cent of families that currently have no access to the internet at home.

36. 10 Prime Directives It is portable: It cannot be located in any one institution or embedded within a proprietary VLE. It is personal: It is ‘owned’ by the user and is customisable to the user’s age, stage and style. It is generic: It is not modelled on any particular curriculum delivery system nor content. It is Web2.0: It should be compliant with all generic formats within the application. It is MIS-free: It is not ‘hard-wired’ to any institution’s MIS infrastructure. It is ‘lite’: It is not a permanent repository of all of a user’s files, rather a ‘transit camp’. It is lifelong: Ownership must be maintainable as a continuity, ‘5-95’. It is lifewide: It is capable of being used by all ages and abilities through a wide range of assistive templates. It is accessible: It must recognise common standards of accessibility in terms of both outputs and inputs. It is credible: Summative Assessment linked to a secure repository ie the awarding body or a central MIAP/Minerva archive.

38. The Teacher

39. The Form-tutor

40. The teacher (personal)

41. Member of SLMT

42. Governors

43. Parents

44. The New School

45. Mentors

46. Collaborators/peers

47. Careers Counsellors

48. Private tutors

49. W/E Placements

50. OCR Assessors

51. UCAS

52. FE/HE interviews

53. Potential Employers

55. e-Folio - Lifelong and Lifewide Sophie at 7 years old

56. e-Folio - Lifelong and Lifewide Sophie at 12 years old

57. e-Folio - Lifelong and Lifewide Sophie at 17 years old

58. e-Folio - Lifelong and Lifewide Sophie could have chosen the Diploma route

59. e-Folio - Lifelong and Lifewide Sophie as a young professional

60. e-Folio - Lifelong and Lifewide Well, if my mother-in-law can do it …..?

61. Link

62. e-Folio – selected demonstration sites