ePortfolio 2004

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

eP2004_CP_TOC.pdf — by Serge Ravet — last modified 09-03-2007 17:38

 

A process and showcase ePortfolio for elementary and secondary schools — by Anne Wade — last modified 20-04-2007 23:40

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.

Digital Multi Media Assessment Portfolios supporting authentic learning in the Arts — by Judith Smith — last modified 20-04-2007 23:42

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.

Developing and implementing an ePortfolio for Masters degree (postgraduate level) students. — by Marita Naude — last modified 20-04-2007 23:43

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.

valuation Criteria for Digital Portfolios: A Pedagogical Perspective for Higher Education — by Olatz Lopez Fernandez — last modified 20-04-2007 23:45

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.

Three Perspectives of Using ePortfolios for Assessment — by Marlene Goss — last modified 20-04-2007 23:48

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.

ePortfolios for Communication and Context — by Carolina Gill — last modified 20-04-2007 23:50

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?

Design, implementation and evaluation of a ‘generic’ e-portfolio: the Newcastle experience — by Cotterill SJ — last modified 20-04-2007 23:51

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).

EPortfolio as a vehicle of change in higher education in Denmark — by Lise Agerbaek — last modified 20-04-2007 23:54

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.

The Challenge to the Manager: With One Toolkit, Three Scenarios and the Change Management Can Start the Portfolio Implementation! — by eifel — last modified 20-04-2007 23:32

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.

Primary school E-portfolio — by eifel — last modified 20-04-2007 23:32

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).

E-portfolio for teachers initial training — by eifel — last modified 20-04-2007 23:32

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.

e-portfolio and assessment — by eifel — last modified 20-04-2007 23:32

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.

Towards an Upper-Level Ontology for Information Exchange in ePortfolios — by eifel — last modified 20-04-2007 23:32

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.

ePortfolio – a way to touch all health and social care staff — by eifel — last modified 20-04-2007 23:32

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.”

ePortfolio Systems Serving Multiple Clientele — by eifel — last modified 20-04-2007 23:32

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.

Securing Electronic Portfolios — by eifel — last modified 20-04-2007 23:32

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.

The role of ePortfolios in enhancing meaningful and reflective learning — by eifel — last modified 20-04-2007 23:32

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.

Du parcours individuel à la construction d’un savoir collectif — by eifel — last modified 20-04-2007 23:32

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

Building a digital portfolio that supports informal learning, — by eifel — last modified 20-04-2007 23:32

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