Asia Pacific 2007

The papers and presentations from ePortfolio Hong Kong 2007 and Wellington 2007, the second ePortfolio New Zealand conference.

Supporting Lifelong Personal Development with P2P ePortfolios — by David Johnson — last modified 10-04-2007 10:42

An ePortfolio system or service is commonly characterized as being Web-based. Although today many consider the Web as being the ubiquitous Internet technology, the centralization of services and information leads to a number of undesirable consequences in regards to having a lifelong electronic portfolio...

Moving on: From a home-grown course-specific 'Professional English' ePortfolio to an open source system... — by Dr. Elaine Ruth Martyn — last modified 10-04-2007 10:48

Electronic portfolios would appear to offer great potential for both language learning and assessment, yet few published articles appear in the literature. In this presentation, English e-portfolios developed in-house for a specific course are described in terms of rationale, use, assessment, and student feedback. This is followed by a focus on the new context of e-portfolios created by Hong Kong academic initiatives and specific University developments. Here the rationale, impacts on e-portfolio system, and potential for English enhancement via e-portfolios are explored...

Digital Portfolios as a Window into the Learners’Mind — by Dr Evangeline Stephanakis — last modified 10-04-2007 10:50

This session will address how to best assess and teach all students K-16 using e-portfolios, including those who are bilingual and have special education needs to combine formal and informal assessments. First, it will briefly summarize what research says about how to best assess students with diverse language and learning needs (Stefanakis, 1999). Then it present six case studies of students digital portfolios from NY city public schools showing their use as an alternate assessment for English language learners and students with disabilities. Finally it will present case studies of undergraduate students in education who have compiled their academic training with professional experience as educators.

Creating E-Portfolios to integrate with English Language courses and encourage independent learning — by Fiona J. Williams — last modified 20-04-2007 23:06

An increasing number of departments within universities around the world are now working with students to create e-portfolios. Whether educators have become involved due to the pressure of the technological age to just use the technology available or because of a desire to find more creative ways to encourage learning or because of expectations in the market place, all those with the task of setting- up e-portfolios will have to go through a lengthy process of research, decision making, planning, trial and error and evaluation in order to develop e-portfolios that work effectively in their particular environments.

A ‘Special’ ePortfolio: developing an all-round university graduate. — by Peter Duffy — last modified 20-04-2007 23:03

What are the ways an ePortfolio can assist in developing, recording and assessing 21st century literacies and skills and develop an all-round graduate? And can an ePortfolio empower ‘SPECIAL’ learners for the 21st century? The ‘SPECIAL’ ePortfolio has been developed as a project under the auspice of the Hong Kong Polytechnic Student Affairs Office (SAO) in collaboration with the Educational Development Centre and the Information Technology Services Department. The SAO Student ‘SPECIAL” e-Portfolio offers students a tool they can use to gather evidence of their skills, reflect on their experiences, and recognize their improvement and development over time. Students are encouraged to take a more holistic view of their learning and journey through University Life by reflecting on experiences drawn not only from their studies, but from all areas of their lives.

Transforming, Improving and Capturing Learning Using the UniServity cLc Learning Platform — by Phil Stubbs — last modified 20-04-2007 23:02

In this presentation, we will demonstrate how learning is being transformed across the region. We will use just a few examples of practice taken from schools both locally and internationally which demonstrate the impact on learning for students from pre- school to university. We will demonstrate how the traditional barriers to learning are being removed and how students are enjoying new opportunities to learn from new collaborators with whom they are co constructing their learning and making informed choices about learning pathways. We will explore how teachers are capitalising on the blurring of the edges between formal and informal learning and how they are using the technology to capture not just the outcomes but the all important learning journey itself. Finally we will give an insight into just two international collaborations that are currently underway in Hong Kong and demonstrate how teachers and learners using the cLc are adding a global dimension to their work. These examples will also demonstrate the impact the use of the platform is having on the teaching and learning of modern foreign languages and student voice.

The Development of Student Learning Profile in Hong Kong: Policy, Practice and Stories — by Stephen Yip — last modified 20-04-2007 22:57

In the Hong Kong New Senior Secondary Curriculum Reform (commonly known as the ‘334’ Reform), Student Learning Profile (SLP) is proposed to serve as a means to motivate students’ on-going work and as a passport for entry into the world of work, further education and training. Under such school-based policy, some schools choose to explore an electronic portfolio approach to help their students to ‘tell their own learning stories’. The presentation will be about how SLP is being interpreted/ implemented in some schools as well as how school-based e-tools were designed and tested, through experience gained from a research and development project since late 2005.

ePortfolios as Catalysts for Lifelong Learning in Science and Technology Education — by Eva Heinrich — last modified 20-04-2007 22:52

Tertiary graduates are expected to have acquired critical thinking, analysis and communication skills. The graduates need to be able to set their subject knowledge into the wider context of their disciplines. To be equipped for lifelong learning they have to possess the abilities of self-reflection and independent learning. By their nature scientific and technical degrees, as in computer science and engineering, put a strong emphasis on facts and numbers and require students to communicate in technical languages like formulae and programming code. Compared to other disciplines, like the social sciences or humanities, human-to-human communication and the expression of critical thought are less prominent. Common degree structures divide programmes of study into independent courses. While in the eyes of degree planners and faculty these courses combine into one coherent education programme students largely focus on the individual pieces and often fail to see the bigger picture. Analysis of job advertisements and discussion with industry representatives show the value employers put on lifelong learning skills.

eP HK AU NZ technologies S Ravet.pdf — by Serge Ravet — last modified 10-04-2007 10:32

 

eP HK NZ 21st century learning S Ravet.pdf — by Serge Ravet — last modified 10-04-2007 10:37

 

eP HK 2007 CPD S Ravet.pdf — by Serge Ravet — last modified 10-04-2007 10:37

 

Teacher education: ePortfolios for continuing professional development and competency management — by Janette Ellis — last modified 20-04-2007 22:47

"My World, Our World, New World" - an exploration of professional and personal identity through ePortfolios - "My World"; the impact of professional standards for teachers and the creative use of ePortfolios for capturing competencies, examples include work with the Victorian Institute for Teaching, the Department of Education and Community Services, South Australia and the Victorian Early Childhood Validation process - "Our World"; and implications for the future - standards, competencies and skills - "New World".

Different planets? the critical need for a shuttle service between paper-based and electronic portfolio worlds — by Dave Hornblow — last modified 20-04-2007 22:45

The ePortfolio has been launched as an exciting development in education. Significant numbers of proponents and reviewers are extolling its virtues, vesting it with universal application and panacea qualities, and publicizing exemplars of its usage by educational providers. Similar excitement accompanied the emergence of paper-based portfolio development courses over 30 years ago. In particular, with a focus on adult learners, they were seen as a solution to recognizing prior learning from work and life and converting it into academic credit. Is the current enthusiasm well founded? Did the previous promise effect improvement in adult learning?

School Leadership: a Focus on Interactions — by Dr David Stewart — last modified 20-04-2007 22:49

Groups of principals have been meeting to critique their own practice, facilitated by the New Zealand Principal and Leadership Centre, since its inception, in 1997. The focus on interactions is designed to further understand this phenomenon and its impact on student learning. It is study grounded in the practitioners’ viewpoint and schools across the country strongly support the practice. We see interactions as a means of understanding the notion of congruence of values and beliefs within the school. The thinking around interactions leads us to consider a new metaphor for schooling … the dominant activity (within a school) is likely to be interactions amongst the people. A metaphor which enables us to further explore these kinds of relationships could be an incubator, perhaps a social incubator.

The Implementation and Evaluation of a Digital Portfolio within a Pre Service Teacher Education Programme — by Margaret Lamont — last modified 30-04-2007 12:52

This paper will consider the implementation and evaluation of an e-portfolio within the professional education (TEAP) papers of the Bachelor of Teaching Programme (BTeach) at Victoria University, Wellington (VUW). The portfolio, in its current state of implementation, has been in place for four years. This paper will consider the feedback / data obtained from student and staff evaluations and discussions(Lamont, 2006), and relevant points arising from the report from the external monitor of the programme(Mutch, 2006). Aspects of validity, reliability and manageability will be considered and a proposal will be presented for revised implementation.

The role of KAREN – the Kiwi Advanced Research and Education Network – in enabling ePortfolios. — by Donald Clark — last modified 20-04-2007 22:53

For ePortfolios to be truly useful, they need to be available at any place and time, and not face restrictions on the type of content they contain. This requires universal connectivity for learning spaces at unrestricted bandwidths. KAREN – the Kiwi Advanced Research and Education Network – is New Zealand’s new national backbone network established with the objective of providing universal backbone connectivity at reasonable prices to all of the country’s research and education participants. Donald Clark, CEO of REANNZ (Research and Education Advanced Network New Zealand Ltd), the company established to own and operate KAREN, will provide an introduction to KAREN, including what it offers and how to connect, as well as providing some examples of how other countries are using equivalent networks to access and share content and learning.

Revealing the essence of ePortfolios — by Madhumita Bhattacharya — last modified 20-04-2007 22:55

While issues of diversity in education have been actively explored for a number of years particularly within compulsory educational systems (Garcia & Garcia Lopez, 2005; Hagan & McGlynn, 2004), literature specifically related to issues of diversity in Information Technology (IT) education has only recently emerged (Trajkovski, 2006). Key drivers for this emergent field of research include the increasing numbers of non-traditional students entering higher education resulting in greater diversity in the student population; the rapidly changing technology field and its impact on education as a whole; and in the case of Higher Education (HE), changing educational goals, which sees opportunities available to a wider audience (Jeffrey, Atkins, Laurs, & Mann, 2006). Added to this a new generation of students termed the “millennials” (students who have grown up with technology) now entering HE education, these trends are forcing institutions to reassess how to address diverse student learning needs (Jeffrey et al., 2006).

Principal Professional Learning — by Liz Millar — last modified 30-04-2007 12:51

PPT presentation

The Implementation and Evaluation of a Digital Portfolio within a Pre Service Teacher Education Programme — by Margaret Lamont — last modified 13-05-2007 11:58

PPT Presentation

Supporting Lifelong Personal Development with P2P ePortfolios — by David Johnson — last modified 13-05-2007 11:56

PPT presentation

Using e-portfolios to enhance student centred and reflective language learning and evidence achivements — by Fiona Williams — last modified 13-05-2007 11:55

PPT presentation

Moving on: From a home-grown course-specific 'Professional English' ePortfolio to an open source system.. — by Elaine Martyn — last modified 13-05-2007 12:10

PPT Presentation

A ‘Special’ ePortfolio: developing an all-round university graduate — by Peter Duffy — last modified 13-05-2007 12:10

PPT Presentation

Different planets? the critical need for a shuttle service between paper-based and electronic portfolio worlds — by Dave Hornblow — last modified 13-05-2007 20:05

PPT Presentation

ICT Strategic Framework for Education — by Mark Horgan — last modified 13-05-2007 20:08

PPT Presentation

ePortfolios as Catalysts for Lifelong Learning in Science and Technology Education — by Eva Heinrich — last modified 13-05-2007 20:11

PPT Presentation

The connected learning community — by Peter Woodhead — last modified 14-05-2007 13:50

PPT Presentation