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ePortfolio 2005 abstracts

ExFile DigOport: tool for quality assurance in higher (arts) education: Institute of Arts
Work-in-progress Theme: Learning and Learners; organisational ePortfolios Oosterhuis-Geers, J.A. The ArtEZ, Institute of Arts Netherlands. In the Netherlands quality assurance seems to become rather bureaucratic and is very time consuming for institutes for higher education. In order to be more effective and more efficient the idea of DigOport was developed. This tool together with a certain procedure might be a helpful instrument for quality assurance: This tool together with a certain procedure might be a helpful instrument for quality assurance: · to stimulate management to act following the Plan-Do-Check-Act cycle, and · to be prepared for accreditation without the burden and the pressure just before an audit · to use multimedia as evidence of the quality of education in institutes of arts In is work in progress. This abstract concerns the problems that are risen in arts education (par. 1) and the development of DigOport, as a solution for quality assurance for institutes of higher (arts) education (par 2). Special attention will be paid to the process of implementation and the factors that explain the successes and failures (par. 3).
ExFile ePortfolio Work in Progress:AustralianSMS
Our presentation will be a report on developments of ePortfolios at the Australian Science and Mathematics School in 2005. In 2004 we reported on the variety of approaches students took in developing ePortfolios. Our work in 2005 is concerned with engaging all students in the effective use of ePortfolios and with system wide issues related to senior secondary curriculum standards, verification and interoperability. Student ePortfolios have to be based on standards in both a curriculum sense and a technical sense. Goal: The universal use of student owned ePortfolios, within a framework that links the portfolios with system wide data collection.
ExFile Research Driving Policy: Implications of Research on eFolio Minnesota for Supporting Lifelong and Lifewide Learning with ePortfolios: Darren Cambridge
Theme and issues addressed: Learners and Learning: Lifelong Learning and Policies: ePortfolio policy Full research report and presentation Cambridge, Darren: George Mason University Much useful work is underway envisioning applications of ePortfolio in pursuit of the learning society. Through systematic stakeholder analysis and wide-ranging examinations of applicable technologies, projects such as the JISC reference model for the the UK are forging powerful visions of how ePortfolio can be used throughout life and the services governments must provide to individuals to realize this vision. This work is shaping ePortfolio policy is essential ways. However, effective policy must also be informed by equally rigorous research into how individual portfolio authors already use and value portfolios. While the potential of portfolios is wide open, we ignore the concrete experiences of these authors and the institutions that support them at our peril. ePortfolio policy makers must both actively support and act on the results of research that answers the key questions about current practice from the perspective of the individual: What do successful portfolio authors use their portfolios to accomplish? How do these uses relate to each other? What factors predict a successful portfolio experience? What sorts of services do portfolio authors value and what are their defining features?
ExFile The use of ePortfolio to support a learner’s journey. Developing reflective practice and professional development:Cannock Chase
Good practice case study – a user testimony Cooke, David Cannock Chase Technical College This case study focuses on the journey of a student studying on a Post Graduate Certificate in Education at the University of Wolverhampton. The course is a nine month program designed to develop individuals in preparation for a career in Post Compulsory Education teaching in the United Kingdom. The course places great emphasis on the use of reflection to aid professional and personal development. The student, David Cooke, was part of a pilot group of 15 students on the award who were chosen to use the ePortfolio to compile a professional practice portfolio evidencing professional and personal development, action planning and reflective practice.
ExFile Building ePortfolios as a Mean for Meaningful Learning with BrainBank Learning: Cerpus
Theme: #2 Learning and Learners, Learning models Presentation format: Good practice case study, 20 minutes preesentation) BrainBank Learning (BBL) is a suite of intuitive tools for learning of concepts and their content, and how they relate. BBL is a web application that works with standard Internet browsers. This means that educational institutions are not dependent on local installations or state of the art equipment to use the application. We present research results and pupil works from a 3-year project in K12 school, supported by the National Ministry of Education, where the pupils have built their own Topic Maps ePortfolios. The project concludes that BBL motivates the pupils, and stimulates a motivation for learning in the knowledge building process itself. The main method for evaluation has been interviews with pupils and teachers, and the report presents several interesting pupil quotes: “we learn more”, “we remember more of what we have learned”, “we do our homework in a different way” are some examples. An interesting finding was that it seems that BBL may stimulate metacognitive processes and consciousness of learning for such young pupils. Moreover, from a pedagogical point of view, the report concludes that BrainBank Learning is a promising strategy for associative adaptive learning
ExFile Topic Maps – an ISO standard for integrating ePortfolio with eCurriculum: cerpus
Theme: #4 Technology, Standards and/or #2 Learning and Learners, Lifelong Learning Presentation format: Full research paper with 20 minutes presentation Abstract When it comes to lifelong learning and e-learning, we are steadily moving towards distributed and self-organized networks where multiple content providers offer parts and pieces, not complete vertical systems. This spurs development of new methods and techniques to position learners in these networks. Positioning requires that characteristics of the learner are mapped onto characteristics of learning materials and curricula. In this paper we show BrainBank Learning, the first pedagogical web application for construction of individual Topic Maps as a mean for learning, and discuss the potential of such knowledge maps for automated computer-supported positioning. We describe how specific demands based on research and classroom experiences presented in another paper (submitted as an abstract to this conference) have led to further development of BrainBank Learning. We also present work status on Topic Map implementation of the national curriculum for K12 schools in Norway. Finally, we compare Topic Maps with RDF and discuss how the two can play together as future standards for eTeaching, eLearning and ePortfolio.
ExFile Two research contributions in 64-bit computing: Testing and Applications:Uni. Southhampton
This is the one of the first comprehensive 64-bit computing research completed in a British university. The objective is to investigate (1) the increase/decrease in performance compared to 32-bit computing; (2) the techniques to develop 64-bit applications; and (3) how should 64-bit computing be used in IT and research organisitions to improve their work. This paper summarises research discoveries for this investigation, including two major research contributions in (1) testing and (2) application development.
ExFile ePortfolios in ActiveMath: DFKI
Possible Themes: · Learning and learners: learning models, community and organizational ePortfolios · Implementation: benefits, ePortfolio models · Technology: architectures Presentation mode: full research paper with presentation Author: Homik, Martin (University of Saarland, Germany) Melis, Erica (German Research Center for Artificial Intelligence, Germany) Existing ePortfolios record the work of a learner and his assessments. The new standalone service “workbook” of the web-based and user-adaptive learning environment ActiveMath tries to go beyond that. It aims at providing interaction, construction and reflection opportunities. We show how this is realized currently: the learner can interactively assemble his own learning material, reflect on his learning process and learning results in a (adaptively) structured environment and he can recall knowledge in a situation-related way. When “workbook” is run together with ActiveMath, it can take advantage of the systems various functionalities such as knowledge base and learner model.
ExFile Reflections on the implementation and pedagogical efficacy of ePortfolios: Uni Dundee
Theme #3 – Implementation Issue – Implementation- what have we learned/what are we learning about the most effective way of implementing ePortfolio initiatives. This paper is currently a work in progress. However, I would prefer that it be considered as a full research paper with a 20 minute presentation as the research project will be completed by August 2005 The Social Work Department of the University of Dundee has introduced the use of ePortfolios for the first time to coincide with the launch of the new BA (Hons) in Social Work degree programme. The purpose of this paper is to evaluate the implementation of the ePortfolio from a student and staff perspective, and to examine the pedagogical efficacy of using ePortfolios to promote reflective learning.
ExFile National policies and case studies on the use of portfolios in teacher training: EUN
Authors' names and institution: Balanskat Anja, European Schoolnet, Vuorikari Riina, European Schoolnet, de Salvador Nuria, European Schoolnet, (Belgium), Cannella Giusy, Indire (Italy), Hoel Tore, eStandards (Norway), Kankaanranta Marja, University of Jyväskylä (Finland) ● Theme and issues addressed: ePortfolio Policies, Implementation ● Preferred mode of presentation: Full research paper/experience report with presentation * Background and context of the paper: The following paper gives an insight into the use and implementation of portfolios, either traditional paper-based or electronic, in teacher training (mostly for K-12 teachers) in Europe concentrating on two perspectives. Firstly, the paper looks at the national policies, either in place or envisaged, to foster the use of portfolios both in K-12 educational institutions and for the purpose of teacher training in a number of European countries and regions. The countries in focus will be Norway, Catalonia, France, Finland and Italy. Secondly, the paper presents a number of selected case studies on e-portfolio implementations in the countries in question. Finally, the paper will attempt to give recommendations for the field - on policy and practice level- to create favourable framework conditions for the successful use of e-portfolios in educational establishments.
ExFile Using eportfolio to Change an Appraisal Culture to Performance Management: Wolverhampton
Theme 3: Implementation Benefits – Introducing staff to the eportfolio in an appraisal context allows them to reflect on their progress on objectives and share outcomes on an ongoing basis with a line manager. It engages them in their own personal and career development. Staff use enables them to appreciate ways to utilise an eportfolio with their students and staff. Implementation – Introducing the tool across a department produces a range of responses that helps to inform and advise further applications and the development of an effective performance management system Mode of Presentation - Work in progress (4-6 pages) - with presentation Authors: Halstead. Alison. (University of Wolverhampton)
ExFile Evolving methods and media for building communities of practice with electronic portfolios in a teacher education context:Florida Atlantic University
This paper examines student electronic portfolios as they have evolved in a department of instructional technology in the southern USA. It scrutinizes the development of the software applications used to create electronic portfolios as well as emergent delivery and storage modalities that have been employed by these teacher education professionals since the 1990’s. One hundred student portfolios created by students in an introductory class in instructional technology as well as products from a second level class in the same subject were selected for review. The portfolios contain multiple artifacts related to students’ educational experiences and career goals. They represent an interesting evolution in the application of electronic portfolios as tools for preparing and assessing teachers over a five year period
ExFile Personal and community Knowledge Management for new Enterprise KM paradigm: France Telecom
Theme addressed: #4 "Technology" Issues addressed: Interoperability, standards, architecture, KM, semantic web. Submission format: Work in progress Authors: BOTHOREL, Cécile VAN COILLIE, Marc Semantic web approach combining ontologies, metadata and communities of practice can be a new important added value for KM domain. Especially using worker centric systems able: - To help an employee to share his work, his knowledge with other colleagues in an enterprise, - On the other hand to help him to find the best resources (people or document) that fit his needs.
ExFile Providing a visual tool for dyslexics to build an e Portfolio: Goldsmiths Uni London
Theme #4: Technology Issues: Standards, User interfaces Work in progress with 15 minute presentation John Phelps Head of Centre for Excellence in Learning Technology, Goldsmiths, University of London, Lewisham Way, New Cross, London, United Kingdom, SE14 6NW Abstract The development of an e?Portfolio is, for the student, a major planning process, with a multiplicity of threads and shifting foci as their path through lifelong learning progresses. However, the quality of tools available to enable e? Portfolio development does not reflect the variation of tools available for other tasks, nor does it reflect the variation of approaches for different learning styles.
ExFile Clear ePortfolio definitions: a prerequisite for effective interoperability: Simon Grant
Abstract for ePortfolio conference Cambridge 2005-10-27/28 Suggested for full research paper with presentation Theme: Technology Issues: Interoperability; Standards Author: Simon Grant, Information Strategists, UK. From the original time when the concept of e?portfolio took root in Europe, around 2003, there have been differences of view about what an e?portfolio is. The clearest opposition is between those who regard a portfolio as essentially a coherent presentation of evidential material to an audience, and those who see an e?portfolio as a kind of repository, or system, from which evidence and other material can be chosen. Beyond this disagreement, there are more disagreements about what should count as an e?portfolio.
ExFile The use of ePortfolios for social inclusion: What counts as valid evidence?: Anna Home
Theme #1: Policies Issues: Social inclusion, digital divide, e?portfolio policies Some of the key social concerns of our time are the deepening of old social divisions and the emergence of new forms of inequality due to the penetration of ICTs in many spheres of society. The e?portfolio community, or at least some segments of it, are increasingly tuning in to this problem area. We are becoming aware that the e?portfolio as a new technology has the potential both to increase social exclusion and to contribute to the enhancement of social inclusion.
ExFile The implementation of e-Portfolio at INHOLLAND University: results and conclusions, one year after introduction: INHOLLAND
Theme #3: Implementation Issues: Implementation, Scale, Stakeholders, ePortfolio models, Initial education Submission format: Work-in-progress report and presentation; Kemper, Marcel and Kemps, Alex, INHOLLAND University, the Netherlands INHOLLAND started with the use of the e-portfolio for all 15 Schools with well over 14,000 first-year students en well over 3,500 employees. Some of these Schools had experiences with the use of an e-portfolio. This campus-wide implementation was supported by a special project team of ICT-experts, education experts, trainers and functional application managers. The project started in September 2004 and finished in September 2005. The goal of the project is that all first-year students use their portfolio in a meaningful way for PDP or Assessment purposes
ExFile Potential of using ePortfolio methods for evaluation of Educator’s ICT Competence:Kaunas
Theme – 1 (ePortfolio Policies) Work in Progress Juceviciene Palmira, Brazdeikis Vaino Kaunas University of Technology Modern education is related to the latest ICT. A lot of researchers agree that the positive impact of ICT relies on the educator’s capacity to work effectively (Andresen, 2002; Coughlin, 1999). For this reason, it is necessary for an educator to develop competence for the use and application of information and communication technologies (hereafter – Educator‘s ICT competence). However, is not sufficient to outline educators’ ICT competence or to prepare developing programs of teacher training. It becomes important to assess the competence and to use it adequately in the context of planning teachers professional development. The aim of this work is related to assessing and displaying educators ICT competence, especially in evaluating the public aspect of competence display.
ExFile An ePortfolio approach in the Netherlands:kennisnet
Themes and issues This will be a “Work in progress” report. The themes and issues are · Technology, issues standards and operability · Implementation, issue stakeholders. The “Research on ePortfolio, an organizational and infrastructural challenge” carried out by order of the Ministry of Education by means of the Kennisnet Foundation and realized in close collaboration with ROC-ipartners, SURF, CWI and Colo was presented on the 14th of January, 2005. One of the recommendations of this investigation was to start activities with the aim of realizing national standards and to take a first step in the direction of bringing together all stakeholders with the same frame of concepts. The stakeholders involved are the field of education (primary education, secondary education, vocational training and higher education), the intermediary organizations and several business branches.
ExFile Recognising Learning: Educational and pedagogic issues in e-Portfolios:KnowNet
Theme #2: Learning and learners ISSUE ADDRESSED: Learning models SUBMISSION FORMAT: Full research paper - with presentation AUTHORS: Attwell, Graham Malloch. Mike In this paper we explore educational and pedagogic issues related to the design and implementation of e-Portfolios, with a particular emphasis on learning drawn from non-formal or non-institutional contexts.
ExFile Portals, profiles and e-Portfolios: experiments with the knotes weblogging system for Plone:Knownet
Theme #4: Technology ISSUES ADDRESSED: Architectures, Standards SUBMISSION FORMAT: Work in Progress - with presentation AUTHORS: Malloch. Mike Attwell, Graham Tufail, Stephen Harris, Alan We have recently designed and implemented knotes, a fully standards-aware, open source/open architecture weblogging and discussion solution for Zope and Plone. A large part of the rationale for developing knotes was to enable educators and small developers to explore innovative uses of weblogging for learning and collaborative knowledge-development. There has been much speculation about the potential use of weblogging in learning, particularly for personal development planning, but it has been almost impossible for educators to experiment creatively to explore that potential. Experimentation requires a flexible and openly adaptable platform in which non-experts can combine weblogs with other activities, or try out new features and functionalities. Knotes is intended to fulfil that requirement. Plone has proved popular with educators and professional-development communities because it is easy to set up and easy to use, but it has not had powerful discussion facilities or ‘real’ weblogging. Knotes integrates deeply with Plone and the Zope Content Management Framework to add powerful, standards-aware collaboration tools to Plone. Together, they provide a powerful and flexible platform for exploring variations on the theme of educational weblogging.
ExFile Personal knolowdege Management (PKM) oriented to increase the k-workers´s productivity: Suricata platform: Uni Las Palmas
Personal knolowdege Management (PKM) oriented to increase the k-workers´s productivity: Suricata platform. Edgar Javier Carmona Suarez, Manolo Galan Moreno, Antonio Ocon Carreras y Enrique Rubio Royo Abstract: The new nature of knowledge work (k-work) demands changes in the attitutes and skills of the knowledge workers (k-workers) and the need for new virtual environments of work (PKM). This research identifies the elements and factors related to the k-worker’s productivity and shows how to integrate such elements in a digital space (digital dashboard) in order to take into account the personal, professional and corporative dimension.
ExFile ePortfolio as a learning and assessment tool for promoting leaner autonomy in higher education:Olatz lopez
Full research experience report paper and with 20 minutes presentation - Learning and learners: assessment. In this communication it will be presented an experience based on the design, implementation and evaluation of an ePortolio, as a tool for learning and for being assessed in higher education from the psicopedagogical perspective. For developing this study case, it has been necessary to elaborate a set of actions for planning the strategies that are implicit in this alternative methodology of assessment, as an authentic learning assessment. It has been necessary not only to have present the technological aspects, moreover to highlight the instructional aspects of the products and processes of this instrument. This last activity has been done by teacher’s team in order to detect what elements of the model of a digital portfolio must be re-adapted in relation to cover the methodological needs of this educative and evaluative innovation, which will be addressed to a specific learner. Then, it will be shown and discussed the pedagogical model 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.
ExFile Mapping capability: lessons learned from providing web-based eportfolios since 2002 through the Managed Assessment Portfolio System (MAPS)
Presentation format: "Work in Progress" piece, with a 15-minute presentation. Theme # 3: Implementation The proposed paper would look at how our experience with MAPS (plus recent work on collaborative ePortfolios with Nesta Futurelab and Dudley LEA) sheds light on the following issues listed under the ePortfolio 2005 Implementation theme: · Benefits · Implementation, · Scale · Stakeholders · ePortfolio models · Initial education The presentation will be divided under the following headings and will require a broadband Internet connection
ExFile Implementing ePortfolios: adapting technology to suit pedagogy and not vice-versa:Newcastle
Theme: implementation (Benefits, Implementation, Scale, Stakeholders, ePortfolio models). Preferred format: Full research/experience report paper - with presentation Cotterill SJ*, McDonald AM*, Hammond GR*, Drummond P*, Aiton J^, Orr G%, Bradley PM*, Jowett T+, Scougall K&. * School of Medical Education Development, University of Newcastle, UK + School of Biomedical Sciences, University of Newcastle, UK & Graduate School, University of Newcastle, UK ^ Bute Medical School, University of St Andrews, UK % Postgraduate Institute for Medicine and Dentistry, The Northern Region, UK ePortfolios can be used for a diverse range of purposes (formative, summative, presentational etc) and pedagogic requirements vary with each context. It is therefore important that the software is flexible and easy to customise if ePortfolios are to be embedded in a way that is meaningful for both learners and other stakeholders. This paper, draws on the experience of implementing and embedding a component-based ePortfolio (http://www.eportfolios.ac.uk) in a range of different institutions and subject areas. It has been used for a range of purposes including personal development planning (PDP), formative and summative assessment. It is also being used as part of the ‘EPICS’ regional project in the North East of England.
ExFile E-portfolios – Governing the emerging relationships between learner narratives and the webs of institutions:Newcastle SBI
1.2 Regional Policies; and 3.4 Stakeholders; Full research/experience report paper with optional presentationBaines, Sue Wilson, Rob Cornford, James All at Centre for Social and Business Informatics (SBI), University of Newcastle upon Tyne. Powered by new IT systems, the British Government’s latest pronouncement on the digital divide (Cabinet Office, 2005: 31) envisions increasingly elaborate electronic portfolios (e-portfolios), not just for those attending school, college or university, but for all citizens which will develop over their whole life course. What might this mean in practice? What are the challenges which have to be faced if this vision is to become a reality? And just how appealing is this as a vision?
ExFile A Pilot e-Portfolio for Postgraduate Medical Trainees:NHS Scot
Theme no.3 (Benefits, Implementation, Scale, Stakeholders, e-Portfolio models, Initial education, World of Work). Work in progress; paper and presentation. Haig, Alex; McManus, Neil. NHS Education for Scotland is currently piloting and evaluating an electronic portfolio for two groups of trainee doctors. The aim of the pilot is to determine the efficacy of an e-portfolio intended to facilitate a culture of life-long learning, incorporate and manage assessment procedures and aid both the revalidation process and patient care by promoting reflective practice.
ExFile Digital Portfolios: A Dozen Lessons from a Dozen Years: Ideas Consulting
Theme: 3. Implementation - · Full research paper · Presentation as an interactive panel discussion The initial work on digital portfolios began with a project at the Coalition of Essential Schools in 1993.* The work began with a simple question: how could technology support exhibitions of student work? At the center of conversations around assessment, we have to keep to looking at two key purposes: allowing students to show that they are meeting high standards of achievement, yet having students show who they are as individual learners. During the last dozen years, technology has progressed at a rapid pace, and schools are facing many new challenges. Still, in our collective work across many different projects, we (the three authors) have learned a number of lessons that are consistent across learning environments and hold up over time. Here, we present a dozen lessons that are most resonant across all of our work.
ExFile Ensuring the validity, robustness and reliability in assessment: OCR
Ensuring the validity, robustness and reliability of assessment is essential in developing and maintaining qualifications to ensure that students achievements are recognised as formal, qualitative AWARDS. The use of e-portfolios allows qualifications to be changed to focus more on the actual core of what needs to be assessed, rather than peripheral efforts to record and administer students work. The emphasis on transcription and accounting transfers to one of justification and reflection, with the use of digital media, enriching the range of evidence presented. However, maintaining standards in a rapidly changing environment is a challenge during this period of transition. OCRs approach to the use of e-portfolios is to maintain our integrity, as an Awarding Body delivering quality assessment, and to ensure that what changes is for the benefit of the candidate; the assessment remains appropriate, fit for purpose and does not increase the workload of those involved.
ExFile User interfaces – Accessibility and Usability-At the bleeding edge: of development (or of reason)?: Pebblepad
Theme #4: Technology: A work in progress with a presentation Andrew Everson, Toni Lavender and Emelye Penfold ePortfolios are for life; aren’t they? If they are then why are so many, so dull. If you’re going to use them of your own free volition to record any of those little nuggets of learning that happen each and every day then shouldn’t they be fun to use. If you’re a very determined student, on a very demanding course, with very clear outcomes (and a very lucrative contract at the end) you’ll probably be quite happy – willing at least – to record your entries into an uninspiring website that passes itself off as ‘your eportfolio’. But, if you’re the kind of student who doesn’t attempt anything unless there’s either a punishment or a reward – you’ll fail for not doing it or get a score if you do – then why would you do anything above the bare minimum? Why would you use the boring eportfolio to record anything you didn’t have to?
ExFile Not just flashy! The PebblePAD ePortfolio System: Shane Sutherland
Implementation - ePortfolio models: A work-in-progress with a presentation. A WebFolio will be used as the presentation vehicle The PebblePAD ePortfolio system has been built using a flash user interface in the hope that users will be encouraged to use the system long after any institutional demands have faded. The feedback from users and reviewers alike has been pretty unanimous; the system looks good, is easy to use, it invites participation and “it’s actually a little bit addictive”. That PebblePAD has achieved its goal of looking visually appealing is gratifying but there is a danger that it becomes regarded as the ePortfolio equivalent of 'the dumb blonde'. If an ePortfolio system is to engage users in a lifelong activity of recording and reflecting then it has to be fun and easy to use: but it also has to be powerful and flexible.
ExFile Beneath Still Waters: Mapping a Landscape for Understanding e-Portfolio Implementation in Higher Education:Penn Uni
Theme #3: Implementation (Implementation) MODE OF PRESENTATION: Work In Progress with presentation Author and Presenter: Johnson, Glenn Penn State University One of the primary requirements of adopting something new should be that it do a better job than what we are already doing. The problem is that we oftentimes don’t know much about the ‘something new’ so we dip our toes into a new stream of practice, get our feet wet, and eventually start wading around a bit. Random, aimless wanderings at any point in this process sometimes bring with it unfortunate consequences as many find out too late that, “Beneath still waters, there’s a strong undertow…”. Undertows, unforeseen sinkholes, and other hazards are important to know about but whether they are simply obstacles that can be worked around or complete showstoppers can’t be determined in isolation. Rather, a larger picture of what we know needs to be drawn so that we can determine whether or not this is a river we can afford to cross. The more we have explored, the more this picture is developed, so to speak.
ExFile The Challenges of Programmatic Implementation: Strategies for Transforming a Curriculum: Penn Uni
Theme #2 - Learning and Learners (Learning models, Assessment, Lifelong learning, Competencies) Theme #3 - Implementation – (Implementation, Scale) : Work In Progress with presentation If all that e-Portfolios provide an institution is a repository for storing students’ learning objects then higher education has missed a huge opportunity for affecting significant change in teaching and learning. Reflective practice and lifelong learning are terms that have been associated with portfolio work as an instructional strategy long before computer mediated communication became common. Today individual instructors, champions if you will of new e-Portfolios tools, impact the learners within their own courses, yet maximizing the potential of portfolio as an instructional strategy requires the involvement of an entire program of study. Author and Presenter: Johnson, Glenn Penn State University
ExFile E-Portfolio A Educational Change In Higher Education On The Windesheim University For Professional Education In The Netherlands
WIP Paper and presentation: This Chapter Describes The Important Role That The Concept Of E-Portfolio Plays In New Pedagogical Paradigms Of The Windesheim University. E-Portfolio Can Be Seen Both As A Consequence Of And A Stimulus For The Movement Towards Student-Centered Competence Based Learning In Dutch Higher Education. E-Portfolio Has Been Acknowledged For Some Time As A Crucial Theme At The Strategic Agenda For National Educational Development In Higher Education. Windesheim University Is Also Involved In Surf, The Platform Organization For It In Higher Education In The Netherlands, With Co-Operates In Combining, Sharing And Expanding Expertise In The Field Of E-Portfolio.
ExFile Toward a Specification for Electronic Portfolios for Groups (Work in Progress paper): University of Saskatchewan
Category: Theme #2: Learning and learners --- Community and organizational ePortfolios (issue #2) Authors: Guo, Zinan and Greer, Jim, ARIES Laboratory, Department of Computer Science, University of Saskatchewan, Canada Abstract Using ePortfolios to assist learning seems to be an important component of future educational models. EPortfolios provide learners a flexible way to understand their learning more deeply. EPortfolios can offer advantages in demonstration of skills, learner reflection, collaboration, and assessment. Most current research about ePortfolios focuses on individual learners, e.g. IMS has released an ePortfolio specification built on its Learning Information Package (LIP) specification. However, such specifications are found inadequate when documenting collaborative team-based learning activities. A claim is made that dividing a team project into several disjoint pieces and putting the pieces into separate personal ePortfolios is not a good idea. To support collaborative learning more effectively, a special type of ePortfolio is proposed in this paper, the group ePortfolio. This paper identifies the usage of group ePortfolios, provides a brief discussion of the main types of group ePortfolios, and presents a method for building group ePortfolios from personal portfolios. Finally, an information model of the group ePortfolio is proposed.
ExFile Interoperability: possibilities and probabilities: Wolverhampton
Theme #4: Technology - Standards A work-in-progress with a presentation. A WebFolio will be used as the presentation vehicle Colin Dalziel, Pebble Learning (Presenter) Shane Sutherland, University of Wolverhampton Many discussions of ePortfolio appear to conflate diverse data types; they consider any information about ‘me’ to be appropriate fodder for my eportfolio. How should we regard all of my personal data? Is it a record of me; my qualifications, my attendance record, my credit history and my societal transactions? Is it a picture of me; a metaphorical representation, an accurate view of me as a learner, a worker, a parent, a conformist or a protagonist? If I draw together all of the data that somehow ‘describes’ or relates to me - is that my ePortfolio?
ExFile Interoperability Presentation linked to Sutherland abstract
Presentation in line with proposed abstract by Wolverhampton (Sutherland) on interoperability
ExFile Creation of a learning landscape: homogenizing weblogging, social networking and e-portfolios: Tosh
Theme: #3 Implementation, ePortfolio model Format: Work in progress with a presentation In recent years, adoption of e-portfolio tools in higher education has occurred in individual courses, departments, schools and across institutions. Use of the weblog has grown exponentially and many now regarded it as an excellent tool to facilitate reflective learning, social networking protocols have tremendous potential to create a truly user centered environment of knowledge creation and distribution. This paper will describe a framework for addressing the issues relating to the implementation, adoption and sustainability of a personal learning landscape. It will also begin to highlight some of the major benefits that arise from the social interaction that the personal learning landscape provides. If learners feel part of and engage with an online community connected to other learners, tutors, resources, social peers etc. the potential for greater engagement and making relevant connections is high.
ExFile Portfolio as a tool for academic education and professional development: problems and challenges: Univ. Utrecht
Theme #3: Implementation: Issue: implementation Preferred mode of presentation: full research paper with presentation Authors: Rubens W. and Dr. Oost H., IVLOS Institute of Education, Utrecht University Context Utrecht University aims to provide flexible, demand driven education. Within the set requirements of cohesion and standards, students have considerable freedom to put together their own study programmes, transcending disciplinary boundaries if they wish. Utrecht University also attaches great importance to its students’ academic development. In line with various university educational traditions (i.e. teaching to think, investigate and put into practice), students are required during their studies to develop in intellectual, academic and professional regard, attaining the level required of a bachelors or masters degree.
ExFile TAFE Virtual campus: Virtual presentation: Australian Flexible Learning Framework
The TAFE Virtual Campus www.tafevc.com.au provides free access to statewide learning management system for public and private vocational education and training (VET) providers in Victoria, Australia. A 10 MB e-portfolio function http://eport.tafevc.com.au/ was recently made available free to all teachers and students in the system. The e-portfolios are of special interest to VET because we use an evidence-based system to assess workplace performance against national competency standards. The e-Portfolio Network has been funded by the Australian Flexible Learning Framework (2005 Framework) http://flexiblelearning.net.au/ to identify the range of uses for e-portfolios, provide professional development and support to a core of interested members, develop exemplar e-portfolio projects, and provide an online community to showcase the e-portfolios and share knowledge. In June the network presented an online introduction to e-portfolios as part of the national Framework's Cool Tools Online Conference (archived at http://home.learningtimes.net/lta ) which attracted over 1000 registrations, with 54 attending our session. The one-hour interactive presentation using Horizon's Live Classroom will summarise the e-portfolio uses identified, showcase the e-portfolio exemplars, and discuss the practical and strategic lessons learned.
ExFile Implementation and Evaluation of an E-Portfolio within a UK Higher Education Institution:Wolverhampton
Theme 3: Implementation Benefits – Evidence will be presented from 150 staff and students as to the advantages and disadvantage of a university wide evaluation. Implementation – This evaluation has demonstrated the importance of linking eportfolio use directly to assessment criteria and introducing it within modules that are already engaged with reflective practices. Scale – Following scalability technical tests and acquiring champions within a variety of subject, as well as a central implementation group of all parties are just three aspects that indicate key features of successful implementation at course, school and university level that will be discussed within the outcomes of the paper Full research paper (10 -15 pages) – with presentation Halstead. Alison. (University of Wolverhampton) McGuirk, Michelle. (University of Wolverhampton) Peters, John. (University College Worcester) and Watkins. Dave. (University of Wolverhampton)
ExFile Becoming an ePortfolio learner and teacher. Fostering reflective dialogues within a community of practice through patchwork writing: Uni. Wolverhampton
Hughes, Julie: University of Wolverhampton Edwards, Jane: Birmingham College of Food, Tourism and Creative Studies Good practice case study – a user testimony This case study will focus upon the experiences of a learner, Jane Edwards, and a teacher, Julie Hughes, in their ‘explorativity’ of the ePortfolio on a Post Graduate Certificate in Education (PGCE) at the University of Wolverhampton. The PGCE educates teachers for the post compulsory sector in the United Kingdom. This paper is keen to narrate, illustrate and offer explanations for the development of the ePortfolio learning community drawing upon group critical incident sharing and dialogue within a group of new teachers and reflective writers. This case study will demonstrate that the design and structure of the ePortfolio as teaching and learning venue offers exciting possibilities for patchwork writing and assessment practices and an enriched and embedded ‘gradual coming to know’ to support professional development and practice. As a situated literacy and social practice the ePortfolio can destabilise traditional teaching and learning norms as roles are negotiated, edited and revised as teacher becomes ‘agent provocateur’ (Anderson, 1999) to support a growing community of practice (Lave and Wenger, 1991) of reflective writers. This case study will also demonstrate the need to foreground the threads in the HE patchwork as the collaborative actors, including the technology promote exciting border crossings and challenges to traditional HE landscapes
ExFile My portfolio experience: Wolverhampton PGCE
Good practice case study – a user testimony This case study will describe my experiences of using an ePortfolio as a student on a Post Graduate Certificate in Education (PGCE) at the University of Wolverhampton. Prior to commencing my PGCE I had spent eighteen years working in software development. I have extensive and recent knowledge of the design and use of numerous commercial software applications and tools.
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