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The ePortfolio Trial
Why doesn't everyone have an ePortfolio?
Serge Ravet
The projects Europortfolio and Badge Europe are
...
Why doesn't everyone have an ePortfolio?
Maybe they have good reasons!
You have been invited today to judge whether the hope
we invested 12 years ago in the ePortfolio as an
instrument of chang...
Script
Introduction - 1 min
Presentation of the Prosecutor, Judge and Lawyers - 4 mins
Selection of the Jury Members - 5 m...
Cast
Judge
Prosecutor
Defense Lawyers
Jury
Witnesses
Guilty or not Guilty?
The Charges are as follows:
ePortfolios have failed to be the
Authentic Voice of the
Empowered Learn...
The Prosecution
The lack of ePortfolios is more likely to be the consequence of an
impoverished, unauthentic learning environment, than it...
There is no space for collective ePortfolios in a society where competition and
individual performance is more highly valu...
The Defense
We take an Appreciative Inquiry approach to this defence – that is, we
are putting forward as evidence knowledge from rese...
The macro perspective
We know through research that:
Subjective awareness is as (or more) valuable in the learning process...
The micro perspective
We know through research that:
Capturing evidence of learning to revisit and reflect on increases bo...
In summary
Not all practice needs to be ‘transformatory’ - a better judgement might be,
‘Does it improve learning?’
Transf...
The Witnesses
The Jury
The Judge
The ePortfolio Trial
Serge Ravet
learningfutures.eu@szerge europortfolio.org
Merci!
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E portfolio trial

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is the ePortfolio Guilty or not Guilty?

The Charges are as follows:
* ePortfolios have failed to be the Authentic Voice of the Empowered Learner and Citizen. They have not contributed to overcoming the Institutional and Social Demands for Compliance, if not Subservience.
The Power Asymmetry has not been reduced.

* ePortfolio Platforms have failed to produce any valuable technical Innovation over the last 10 years.

Published in: Education

E portfolio trial

  1. 1. The ePortfolio Trial Why doesn't everyone have an ePortfolio? Serge Ravet The projects Europortfolio and Badge Europe are funded with the support of the European Commission Plymouth, April 16ieth, in the year of Our Lord MMXV
  2. 2. Why doesn't everyone have an ePortfolio? Maybe they have good reasons!
  3. 3. You have been invited today to judge whether the hope we invested 12 years ago in the ePortfolio as an instrument of change in the learning landscape has been fulfilled. Which journeys have been most affected: the learning journeys or the conference circuit journeys?
  4. 4. Script Introduction - 1 min Presentation of the Prosecutor, Judge and Lawyers - 4 mins Selection of the Jury Members - 5 mins Reading of the Accusation Act - 5 mins Response from the Lawyers - 10 mins Calling of the Witnesses - 20 mins Jury Deliberation - 10 mins
  5. 5. Cast Judge Prosecutor Defense Lawyers Jury Witnesses
  6. 6. Guilty or not Guilty? The Charges are as follows: ePortfolios have failed to be the Authentic Voice of the Empowered Learner and Citizen. They have not contributed to overcoming the Institutional and Social Demands for Compliance, if not Subservience. The Power Asymmetry has not been reduced. ePortfolio Platforms have failed to produce any valuable technical Innovation over the last 10 years.
  7. 7. The Prosecution
  8. 8. The lack of ePortfolios is more likely to be the consequence of an impoverished, unauthentic learning environment, than its cause. It is the transformation of learning and teaching that might lead to the emergence of ePortfolios as a natural expression of deep meaningful learning Why bother with ePortfolios if only grades are valued? They are one more constraint on top of all the already existing ones! Too many ePortfolios do not convey the authentic voice of the learner; they are more like the ventriloquist’s puppets, an illusion of an independent life. For an authentic voice to emerge in an unauthentic learning environment, this voice is likely to be that of a reflective rebel.
  9. 9. There is no space for collective ePortfolios in a society where competition and individual performance is more highly valued than cooperation and collective performance. When facing a poor institutional learning environment, the only worthwhile ePortfolio might be the collective narration of the battle to create an authentic learning environment. To recreate an existing ePortfolio management system, take a regular content management system, remove 99% of its functionalities and lock it so that learners will not be able to add any of their own. The introduction of ePortfolios will only have a chance to foster creativity and innovation if ePortfolios are simultaneously the place where the narratives of learners’ empowerment and the battles against compliance are captured.
  10. 10. The Defense
  11. 11. We take an Appreciative Inquiry approach to this defence – that is, we are putting forward as evidence knowledge from research and practice that identifies the positive features of the e-portfolio learning process
  12. 12. The macro perspective We know through research that: Subjective awareness is as (or more) valuable in the learning process as objective assessment E-p learning deepens learners’ ability to learn and to know themselves as learners Strategies have been identified for scaling up ‘Movements’ take time to transform: there are indicators on the way but the process is never complete
  13. 13. The micro perspective We know through research that: Capturing evidence of learning to revisit and reflect on increases both confidence and ability to discriminate Learning to use an analytic framework for thinking (scaffolding) is a transferable process The capacity to hyperlink expands one’s ability to connect, integrate and generate knowledge Any form of assessment can feed information to the learner on how to improve – it depends on the appropriateness of the feedback and the learner’s willingness to engage with it
  14. 14. In summary Not all practice needs to be ‘transformatory’ - a better judgement might be, ‘Does it improve learning?’ Transformational practices do exist – for students, teaching and institutions Students do learn to value authentic learning and its representation in assessment through e-p learning. Some institutions and employers do also recognise this value and therefore support such learning. Studying their practices contributes to both deeper learning and ongoing transformation.
  15. 15. The Witnesses
  16. 16. The Jury
  17. 17. The Judge
  18. 18. The ePortfolio Trial Serge Ravet learningfutures.eu@szerge europortfolio.org Merci!

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