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ePortfolio 2004

ePortfolio 2004 The second international conference on the ePortfolio, Poitiers France. Transforming individual and organisational learning

Folder Abstracts
ePortfolio 2004 abstracts
File eP2004_CP_TOC.pdf
 
ExFile A process and showcase ePortfolio for elementary and secondary schools
Even in developed countries, the OECD reports that a great number of primary school students have to repeat a grade before going on to secondary school and most of those drop out of secondary school. A large percentage of our children never acquire the core competencies needed to function well in a modern, information-based society. Currently, school is too often a place that disengages learners, which fails to encourage honest self-assessment, and where learning and evaluation are not meaningful acts of improvement but detached and punitive symbols of failure.
ExFile Digital Multi Media Assessment Portfolios supporting authentic learning in the Arts
This paper focuses on the use of student digital portfolios as a means of identifying and mapping the breadth of learning implicit in the rich experiences of authentic tasks and authentic assessment. The three-dimensional nature and multimedia potential of the digital portfolio provides a dynamic learning environment for students to document and reflect on the relational outcomes of their learning. This paper considers how these digital tools can be integrated into the curriculum to support university students to develop discipline specific and generic capabilities and deepen their learning.
ExFile Developing and implementing an ePortfolio for Masters degree (postgraduate level) students.
This project forms part of a bigger overall project at Curtin University of Technology to explore the use of ePortfolios for undergraduate and postgraduate level students. This project focuses on the exploration of ePortfolios for Masters degree (postgraduate level) students. A total of 3 pilots were conducted. For all the pilots the ePortfolio comprised 3 components namely, Resume/CV, Personal and professional goals, and a Competency audit based on the Learning outcomes. As this ePortfolio was regarded as a teaching/learning ePortfolio and not a document for job applications (but with the potential to be used for job applications), all the components were secured with access only to the student, technical support person and the educator responsible for the support to the student and the evaluation of the ePortfolio. All students were asked to provide feedback on the same aspects regarding their educational and technological experiences (the most and least valuable aspects of the ePortfolio; the key insights as well as recommendations for improvement of the ePortfolio) to ensure that feedback between the pilots can be compared. Different software packages were used for the different pilots. For pilots 1 and 2 the same learning outcomes (competencies) were used but due to feedback from these two pilots, the learning outcomes (competencies) were revised for pilot 3.
ExFile valuation Criteria for Digital Portfolios: A Pedagogical Perspective for Higher Education
In this communication it will be presented a proposal of evaluation criteria in order to assess digital portfolios in higher education from the pedagogical perspective. For preparing this descriptive study it has been necessary to elaborate a set of pedagogical criteria in order to detect what types of e-portfolios based exclusively on a web-site environment are being used in different universities in that moment, and what are the educational theoretical frameworks under its design. Then, it will be shown and discussed the pedagogical criteria created with this objective and the results obtained through this instrument. Finally, the conclusions obtained will be able to contribute to continue the research for improving the new styles of learning with ICT, in this case by digital portfolios, based in the modern learning theories.
ExFile Three Perspectives of Using ePortfolios for Assessment
In response to the urgent need for technology-savvy teachers who are able to effectively integrate technology for improved teaching and learning environments (Carlson & Gooden, 1999;Green,1998;NCES, 1999), faculty who teach a mandatory educational technology course for all education majors at West Chester University of Pennsylvania instituted an exit portfolio requirement. The University graduates over 600 education majors a year. Students have been guided, to collect evidence to demonstrate their technology skills and competencies and show their ability to be a quality teacher. Over the last five years, the three ring binder portfolio has become electronic.
ExFile ePortfolios for Communication and Context
ePortfolios are transforming the way we communicate and learn about ourselves as individuals and as communities. Through the development and use of ePortfolios, we can clarify, organize, evaluate, share, manage and disseminate information on learning experiences, achievements and goals. While there is little doubt on the potential impact on individual and organizational learning, questions regarding format, technology, applications and standards cannot be answered without considering the ePortfolio’s specific’s objective, it’s context and it’s intended users. What is the impact of a standard format vs. a free format on the communication task? How is the information affected or supported by the different mediums? Which technologies are appropriate to communicate non-linear narratives, visual information and time-based information?
ExFile Design, implementation and evaluation of a ‘generic’ e-portfolio: the Newcastle experience
Aims and Objectives: A key aim of the ePortfolio is to help foster a reflective approach to evidencing the achievement of both module-specific and programme learning outcomes. The ePortfolio is also intended to support personal development planning (PDP) and to help facilitate the development of skills necessary for life-long learning. Technically, the ePortfolio has been designed to be flexible to incorporate a high degree of configurability in recognition of changing nature of curricula and user requirements. The ePortfolio can be used on a ‘stand-alone’ basis but it being designed to integrate with managed learning environments (MLEs).
ExFile EPortfolio as a vehicle of change in higher education in Denmark
1. The Institute for Social Education in Aabenraa: the purpose of implementing the ePortfolio in this education is focused on ePortfolio as a tool for learning, and as a vehicle for developing competence to reflect. Therefore the ePortfolio has the primary function of a practical platform for work, which includes presentation in relevant public foras. The research is based on 300 students work with ePortfolio since autumn 2003. The ePortfolio is webbased. 2. Odense Technical College: the purpose of implementing ePortfolio is mainly focused an ePortfolio as a way of demonstrating and documenting the reflections of the teacher. Therefore the ePortfolio has the function of a platform for presenting educational reflections, development plans and teaching materials. The research is based on 60 teachers work with a webbased ePortfolio for the past 4 years.
ExFile The Challenge to the Manager: With One Toolkit, Three Scenarios and the Change Management Can Start the Portfolio Implementation!
Abstract for ePortfolio 2004 Presentation mode - full paper Submission format - experience report paper Thema - ePortfolio implementation The Challenge to the Manager: With One Toolkit, Three Scenarios and the Change Management Can Start the Portfolio Implementation! Marij Veugelers and Alex Kemps Background At the moment, the entire Dutch higher education system is devoting more attention to competence-oriented learning and skill development. The use of an e-portfolio makes an important contribution in this context. There is more and more recognition every day of the opportunities using the e-portfolio can provide. Examples of good practice have already been described in the Netherlands, especially in the occupationally oriented curricula such as Teaching, Medicine and Small Business. The challenge now facing the Dutch higher education system is to expand portfolio use over entire institutions and consortiums of institutions. The next step will surely be to link the use of the portfolio in the education column so that the e-portfolio can support life-long learning.
ExFile Primary school E-portfolio
Theme: 4. e-Portfolio and initial education Title: Primary school E-portfolio (submission format: work-in-progress) Authors’: Blam, M., Magnoler, P. University of Udine (Italy) Abstract Introduction The electronic portfolio which will be discussed here has been designed to evaluate the abilities acquired by primary school students. It is part of the Interactive Teledidactic System (Sistema di Teledidattica Interattiva - STI), specifically designed to develop either synchronic or asychronic didactic activity among geographically-separated primary school classes. The experiment began during school year 2003-2004 and will continue for the entire school year 2004-2005. The e-portfolio is to be considered as an evaluation tool, and as a folder for organizing student materials. It collects the observations of the individual teacher and is co-produced between student and teacher, or self-produced by the individual student. The theoretical matrix which inspired the design is referable to socio-cultural constructivism (Jonassen, 1991) and to the prospective of authentic evaluation (Varisco, 2002, Comoglio, 2003).
ExFile E-portfolio for teachers initial training
Background In teachers initial training, the implicitness presence (Michelini,Rossi 2003a); and the overcoming of didactic project mechanicistic methods require methods and instruments allowing the reflective practitioner (Schön, 1983) to rebuild on past experiences. Building again the meaning of past work experiences by narration (Bruner, 1990; Gergen, 2000) and re-crossing theorical-practical paths (Wittgenstein, 1953) is essential. The e-portfolio use can support these choices (Varisco, 2004). During 2001-2002 academic year, at Udine University Education Faculty for teacher initial education (Michelini,Rossi, 2003b) a research studied how students project teaching activities and how implicit are their knowledge about teaching. This kind of knowledge -which is rarely conscious- influences the way students see the teacher’s job and interacts with training processes, where students are guided towards “the way of thinking of experts” (lessons and cognitive learning in apprenticeship) but also encouraged to express, check, evaluate their personal cognitive models/ products.
ExFile e-portfolio and assessment
Background European Certificate in adult Basic Skills (EUCEBS – www.eucebs.org) is a Leonardo da Vinci funded pilot exploring development of a certificate of basic skills across eight European countries concurrently. EUCEBS is competence-based and the learner may obtain certificates in six domains: Citizenship; Communication; ICT; Interpersonal Skills; Learning to Learn, and Numeracy. The target audiences are those without formal qualifications and the EUCEBS partners work with a wide range of clients including school leavers, immigrants and prisoners. The pass level is set at approximately that of the end of formal schooling.
ExFile Towards an Upper-Level Ontology for Information Exchange in ePortfolios
Portfolios are inherently lifelong projects which are continually repurposed for specific reasons such as educational assessment, job applications, or self-reflection and learning. Particular tools tend to focus on a single use and are unable to share content that a user has entered, sometimes forcing the user to completely recreate their portfolio for different purposes. Since ePortfolios cover such a wide area there are no widely adopted standards for their creation and use across diverse clientele. There are specific approaches such as IMS LIP and the former IEEE PAPI Learner specification (currently under consideration by the ISO for standardization) that provide the context for ePortfolio standards. Inspired by the progress of the Semantic Web movement with formal vocabularies (ontologies) an upper-level ontology has been conceived that could be used to adapt ePortfolios to multiple clientele.
ExFile ePortfolio – a way to touch all health and social care staff
Health and social care in the UK is currently undergoing profound change to meet the needs of a vastly different population mix to when it was founded just over 50 years ago. One of the main change agents is seen to be learning and to this end NHSU has been created as the corporate university for all health and social care staff. NHSU’s mission and core purpose is to “contribute to radical change and improvement in health and social care through the transformation of learning.”
ExFile ePortfolio Systems Serving Multiple Clientele
The overall objective of our research group is to come up with a portfolio system that will accommodate the needs of all our users and be easily adaptable and scalable for future applications. We are accomplishing this by looking at all resources and solutions as well as perusing our own development strategies. We have identified some issues that need to be addressed for our user groups and will discuss our solutions and their relative effectiveness.
ExFile Securing Electronic Portfolios
As ePortfolios grow in popularity and importance, as they are expected to do over the next few years, security will play a larger and larger role in their implementation and delivery. Protecting people’s personal data, making sure that only those authorized to do so may view portfolios, and insuring the authenticity of artifacts are all issues that must be addressed before electronic portfolios can take a leading role in the online environment.
ExFile The role of ePortfolios in enhancing meaningful and reflective learning
An important feature of effective reflective learning is that we can turn information into knowledge, understanding and wisdom. The use of modern multimedia technologies provides learners with alternative pathways for constructing knowledge, generating understanding and acquiring wisdom. One very useful learning strategy makes extensive use of the electronic portfolio – the so called ePortfolio. An analysis of student ePortfolios provides valuable insights into learning. In constructing ePortfolios learners need to effectively use a variety of learning technologies and skills. In the relevant literature it has been argued that ePortfolios foster independent learning, encourage understanding of concepts through different learning modalities, facilitate problem-solving, improve critical thinking and evaluation skills, and enable students to reflect on their understanding in a true metacognitive action-reflection cycle. This paper examines the connection between meaningful action-reflection learning and ePortfolios using the context of learning as represented by specific task-oriented student constructed ePortfolios and presents pertinent illustrative examples selected from a six year study on ePortfolios undertaken by the author.
ExFile Du parcours individuel à la construction d’un savoir collectif
The Ecole Nationale de Formation Agronomique1 is in charge of initial and vocational training of teachers in public agricultural education establishments. In 2001, the Ministry of Agriculture created the department for teachers of Information and Multimedia Technology (TIM) and this article will focus in particular on their contribution. Their training is divided into alternate training periods at ENFA (17 weeks) and teaching courses in educational establishments (18 weeks) and is coordinated via an on-line 'TIM Space'. This working environment offers ENFA trainers a means for evaluating the progress made by trainee teachers and the whole group the tools for developing collective knowledge
ExFile Building a digital portfolio that supports informal learning,
Within this article the main objective is to describe a research framework that facilitates integrating a digital portfolio into long-term learning and creativity processes. The Design Science research framework (March & Smith 1995, Hevner et al. 2004) is introduced and as a result of utilising this framework certain mobile portfolio accessibility elements are listed in the summary chapter. A case is also introduced. One of the author’s (Ahonen) ongoing Information Systems Science PhD research is about building a portfolio artefact that integrates human resource development, learning and creativity processes. Further, the intension is to support employees’ long-term planning and utilisation of creative ideas within informal, work-based learning framework. The creation of the new artefacts and innovations as a part of the research is seen here as a reason for the design research framework selection. In the next chapter the design science framework is described with the PhD research case examples.
ExFile Using ePortfolios to assess the Reflective Capabilities of Medical Students
This paper discusses the evaluation of an electronic reflective portfolio piloted at the School of Medicine at the University of Leeds in the 2003/4 academic year. Portfolios are used widely in medicine as part of professional revalidation and appraisal to assess the professional attitudes of doctors. Portfolio assessment has also been championed by the academic community as a means of measuring student attitudes to learning. Following the recommendations of the Tomorrow’s Doctors report published by the General Medical Council (GMC), portfolio assessment has been extended to medical undergraduate education and has been adopted by many UK medical schools. As a response to the GMC report the Universities of Leeds, Newcastle, Sheffield and Dundee have collaborated on the Managing Environments for Portfolio-based Reflective Learning (MEPRL) project to develop in house ePortfolio systems.
ExFile Supporting Diversity through Personal Development Planning and ePortfolio: an Institutional Case Study
This Case Study outlines the background and institutional approach taken to supporting Learning, Teaching and Assessment through the use of Personal Development Planning (PDP) and ePortfolio. It reflects work-in-progress and is based on the experience of a central department, the Learning and Teaching Institute, in a large UK University. The Case Study will provide the background to Personal Development Planning and ePortfolio at Sheffield Hallam University within the context of the national agenda for Higher Education in the UK. It will articulate and discuss the development of an underlying philosophy and framework to support the main objective of enabling the effective integration of PDP and ePortfolio into the curriculum to meet the needs of a diverse student body. In designing and developing the framework considerable emphasis has been placed on supporting a wide range of contexts and needs. A range of examples will be used to illustrate different approaches taken to PDP and ePortfolio across different subject areas. Finally the paper presents some reflections on the current challenges and the presentation will use the model to form a basis for further discussion.
ExFile Eportfolio for teachers
According the NW evaluation association a portfolio is “a purposeful collection of student work that demonstrates effort, progress and achievement over time”. Genetic and reflexive aspects play a key role, articulated with three main goals (Barrett, 2003) : to sum up the works done by a student ; to give him the opportunity to reflect upon what he/she has learned in doing these works and upon what he/she is now able to do; identify needs and goals for future learning. Three metaphors (Diez, 1994) are fruitful to understand the different facets of a portfolio: mirror, map and sonnet. In the French educational system, portfolio are really not as common as they are in North American. One of the main reason of that situation is that French teachers, after they pass a competitive examination, are civil servant and do not need to be recruited by school districts. They have not the necessity to prove their competencies to get a school position. Nevertheless, design a personal portfolio can be a very effective task for a teacher.
ExFile ePortfolio - Issues for Research
ePortfolios are currently being investigated at SFU by the Student Portfolio Architecture and Research Community (SPARC). After some initial research, the team has completed a functional portfolio creation program; however the creation of the tool has brought forth several research opportunities and questions that need solutions. These research directions raised by the team are in three primary categories: educational, technical and the educational technology.
ExFile Side Effects and Benefits of Digital Portfolios: The Culture Factor
This paper examines the question, “What else has to change?” While the authors’ experiences are from elementary, secondary, and undergraduate level environments, there are more similarities than differences. The process of organizational change is never easy, but in examining the ways that portfolios have been implemented in different settings, we can see the common elements.
ExFile An ePortfolio for mass higher education: can one size fit all?
The UK Higher Education sector continues to work towards ever wider participation, seeking to ensure that 'all those with the potential to benefit from higher education have the opportunity to do so, whatever their background and whenever they need it' (HEFCE, 2004). Post 1992 universities have long advocated broad access to HE but the increasingly diverse nature of the students and their pre-university experience; concern over retention performance indicators and associated funding mechanisms adds to institutional concern about how students are supported throughout their academic lives.
ExFile Integrating an ePortfolio within a UK university and its wider communities
This paper discusses some of the factors that contribute to a successful implementation of an ePortfolio system, concentrating on the importance of integration, both technical and pedagogical. It draws on our experience of working on ePortfolio developments on three different levels: within a university; in a locality - between a university and a city education authority; and nationally - between two stages of education in the UK - Further Education (FE) and Higher Education (HE).
ExFile L’utilisation du eportfolio en entreprise 
Le contexte : une formation action dans un univers logistique auprès de premiers niveaux de qualification. Les responsables opérationnels de la logistique d’une grande entreprise de vente à distance du Nord de la France (environ 4000 personnes dont près de 1000 sur le site concerné), ont établi un constat. D’une façon globale et en pleine convergence avec les évolutions socio économiques contemporaines, une perception fait consensus autour des évolutions importantes du métier « La Vente par correspondance devient Vente à distance ». De cette assertion générale, les commanditaires s’accordent sur le fait que la population des premiers niveaux de qualification (opérateurs logistiques) est concernée au premier chef ; l’organisation de travail est en plein chantier, lancement d’une démarche qualité, procédures en cours d’élaboration pour tous les postes de travail, changements technologiques, comme l’apparition de la traçabilité à l’aide de code barre sur les colis à expédier, viennent compléter le tableau. Cette volonté de formalisation vient en contrepoint de modes de fonctionnement caractérisés comme étant le plus souvent de « tradition orale ». Le constat de la nécessité d’avoir des opérateurs qui ne font pas que s’occuper mais qui se préoccupent (Sérieyx, H., 1996) est clairement exprimé. Au service formation de mettre en place une action susceptible de répondre et de résoudre les problèmes posés.
ExFile Professional ePortfolio in pre-service teacher education
This paper has two aims. The first is to outline a brief but complete analysis of the features of the Portfolio that make it an appropriate method and tool for new assessment, while also mentioning some of the crucial issues and unresolved questions surrounding it. The second aim is to propose the ePortfolio as the preferred tool for pre-service expert practitioner training. The paper makes reference to research in pre-service teacher education undertaken in three Italian universities – Macerata, Udine and Padova - (see papers presented by Rossi et al., 2004; Magnoler, Blam, 2004).
ExFile ePortfolio's potential as enhancer of social inclusion: Reflections on U.K. initiatives in the light of the EU e-inclusion policy
The ePortfolio is commonly understood as a powerful learning, personal and career development technology that brings added value to those in education and professional life. It has been defined as a ‘toolbox for the knowledge worker’. This definition raises the question, what about those who do not count as knowledge workers (e.g. manual workers) or do not currently form part of the workforce at all (e.g. long-term unemployed or people with considerable learning difficulties). If the ePortfolio is understood as a Lifelong Learner Record that every citizen is entitled to, it appears justified to ask: What does it offer to the unemployed and people with significant disabilities or learning difficulties?
ExFile Blogs et flux RSS : supports technologiques des e-portfolios pour l’évaluation plurielle et continue des apprenants
La réflexion sur l’adaptation des établissements d’enseignement et de formation à la société de la connaissance a conduit l’Ecole d’art de la Communauté d’agglomération de Bayonne, Anglet, Biarritz à rechercher des solutions innovantes dans le but de mettre en place le suivi continu des élèves préparant le concours d’entrée des écoles supérieures d’art et de faciliter le dialogue entre les acteurs de la classe préparatoire.
ExFile ePortfolios and lifelong and life wide learning
Full paper Abstract Background to project Graeme Ferguson, 14-19 Pathfinder Co-ordinator, Derby City has coordinated a project in which electronic individual learning plans (eilps) can be brought to life in a 3D environment. In Derby. UK, the 14 - 19 Pathfinder is looking at an innovative approach where pupils create their eilp within a 3D games environment. Working with John Hopwood,a colleague from software company, Virtual Education Partnership, Graeme aims to enable learners to customise their eilp into a unique record of their progress, achievements and future aspirations.
ExFile Define digital portfolios for developmental purposes
The purpose of this paper is to provide a definition for using digital portfolio in classroom environments. It starts with a review of digital portfolios in educational contexts. The concept of portfolio as a product and a process is used as criteria to analyze the current practice of portfolio with respect to its educational purposes. The paper concludes that if a digital portfolio is to achieve its developmental purposes as a tool for instruction and assessment, the notion of portfolio as a process should be emphasized while the idea of assessment for learning facilitates the process.
ExFile ePortfolio systems supporting learning and PDP
What e-portfolio systems are for It is possible to classify the information held by e-portfolio systems; the range of functionality offered by those systems, and the uses to which such systems are put. Classification by use is one of the most common and helpful ways to classify such systems. Their general use as a tool to assemble and present personal evidence of achievement, knowledge, skill or competence to multiple audiences is well known and documented, particularly in America.
ExFile The e-portfolio: supporting a European route to adult basic skills certification
Background European Certificate in adult Basic Skills (EUCEBS – www.eucebs.org) is a Leonardo da Vinci funded pilot exploring development of a certificate of basic skills across eight European countries concurrently. EUCEBS is competence-based and the learner may obtain certificates in six domains: Citizenship; Communication; ICT; Interpersonal Skills; Learning to Learn, and Numeracy. The target audiences are those without formal qualifications and the EUCEBS partners work with a wide range of clients including school leavers, immigrants and prisoners. The pass level is set at approximately that of the end of formal schooling.
ExFile Diana kakari: Univ Athens
Considérer les modalités d’implémentation du Portfolio numérique à la formation universitaire des étudiants – futurs enseignants de FLE. Le cas du Département de Langue et de Civilisation françaises de l’Université d’Athènes
ExFile Bernard Bourriquen: Univ. Lyon
Autonomie et évaluation : le ePortfolio comme outil de collaboration pour les différents acteurs d’un dispositif de formation.
ExFile Sellami Hedia IST Tunis
Le concept portfolio, et précisément de eportfolio, se répand de plus en plus. Il est vrai que l’usage de cet outil est presque absent en Afrique, et surtout en le comparant au cas européen et notamment en France où il gagne du terrain même s’il reste limité en comparant au cas américain et essentiellement canadien. Toutefois et indépendamment de sa fréquence d’usage certaines questions sont à se poser et ce relativement à la catégorie du portfolio et à la sécurité dans son utilisation et donc à la validité des informations qu’il présente. Nous proposons de traiter l’ensemble de ces questions dans ce papier et ce en adoptant une définition du portfolio puis en recensant ses différents types pour aborder la durée de vie d’un portfolio et sa sécurité.
Folder Presentations
ePortfolio 2004 presentations
Folder Abstracts
ePortfolio 2004 abstracts
Folder Speakers
ePortfolio 2004 speakers
Folder Papers
ePortfolio 2004 papers
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Page Call for Contributions
 
Page Full paper guidelines
 
Page ePortfolio 2004
Following the success of the first international conference on the electronic ePortfolio in Poitiers in 2003 and the national events in the UK, Ireland and Canada this year, ePortfolio 2004 conferencebrought together experts and practitioners from all over the world to present and discuss progress in this rapidly developing field.
Page Open Space Conference
 
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