MOSEP: UK One Day Introduction - Session 1
Contents
- 1 Introduction to the Course
- 2 What is an ePortfolio?
- 3 Presentation
- 4 ePortfolio Drivers
- 5 Presentation
- 6 Presentation
- 7 ePortfolios and Learning:
- 8 Presentation
- 9 Implementing ePortfolios
- 10 Presentation
- 11 Presentation
- 12 Presentation
- 13 Extension Activities
- 14 Presentation
- 15 Web Resources
- 16 Web Resources
Introduction to the Course
This course has been designed for teachers who have no experience of working with ePortfolios. The materials have been copied from the MOSEP Wiki and assembled into the order that the activities are to be used or delivered. This course has been designed to be delivered by a mixture of face to face delivery and supported self study.
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Watch this Introductary presentation OR Use UPDATE THIS LINK[this presentation] to introduce the Wiki to your trainees After following this course you will...
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What is an ePortfolio?
An ePortfolio as purposeful collections of digital artefacts
The term "portfolio" is based on the italian term "portafoglio", consisting out of "portare" (carry) and foglio (paper/page). A portfolio of work can document and support the learning proces. It can store evidence of what the learner has done, mastered or produced.
If "e" simply means that the portfolio is stored and accessed using digital formats and tools.
There are many definitions available for ePortfolios, two are given below
"ePortfolios could be defined as “a purposeful collection of student [or teacher] work that illustrates efforts, progress, and achievement in one or more areas over time. An electronic portfolio uses digital technologies, allowing the portfolio developer to collect and organize portfolio artifacts in many media types (audio, video, graphics, text). A standards-based portfolio uses a database or hypertext links to clearly show the relationship between standards or goals, artifacts, and reflections. The learner's reflections are the rationale that specific artifacts are evidence of achieving the stated standards or goals. An electronic portfolio is a reflective tool that demonstrates growth over time." (Barrett, 2004)
Barrett, H. (2004), Portfolio Development Competencies, http://electronicportfolios.com/teachers/competencies.html, accessed January 30, 2007
In Wikipedia the following definition is used:
An electronic portfolio, also known as an e-portfolio, or digital portfolio, is a collection of electronic evidence (artifacts, including inputted text, electronic files such as Word and PDF files, images, multimedia, blog entries and Web links etc.) assembled and managed by a user, usually online. ePortfolios are both demonstrations of the user’s abilities and platforms for self-expression, and, if they are online, they can be maintained dynamically over time. Some ePortfolio applications permit varying degrees of audience access, so the same portfolio might be used for multiple purposes. ("Electronic Portfolio", 2007-06-12) Source
There are many different definitions for ePortfolios, they all tend to include some common elements or assumptions:
- that to compile an ePortfolio learners will follow a process that:
- encouages them to reflect on their learning and achivements
- documents and supports their Personal Development
- encourages them to take responsibility for the evidence that they collect or generate
- encourages them to share their plans, reflections and achievement with others
- that the ePortfolio will contain digital evidence that will be structured and stored in some way that enables the evidence to found and presented or shared with others [teachers, parents, peers, potential employers/HE/Training providers];
- that the evidence stored is likely to include:
- plans
- achievements
- Learning experiences
- Aspirations
- reflections and thinking
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- Demonstration - Looking at Sample ePortfolios
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In groups look at Sample ePortfolios LOOK FOR BETTER EXAMPLES
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ePortfolio Drivers
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Watch this video presentation that considers the organisations, developments and circumstances that are encouraging and promoting the use of ePortfolios in the UK OR LINK IN THE PPT
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| watch this presentation: ePortfolios supporting the development and recording of Personal Learning and Thinking Skills
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ePortfolios and Learning:
Background to ePortfolios
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What can the ePortfolio process do for my learners?
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The Learner's Voice - ePortfolios and Social Software
| Listening to learners (20 mins)
Watch a student talking about her ePortfolio http://www.foliotek.com/ + CLICK PLAY ON JESSE CLARK VIDEO
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Learner perceptions of ePortfolios and Social Software (20 mins)
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Social Software
A growing number of youngsters are using social software to socialise, share information about themselves, what they like, dislike, their favourite music groups, photos or internet site or engage into various activities (chat, games, etc.). Wikipedia definition of social software
Digital Identity
The Wikipedia definition of digital identity
With the increased level of online activities and the trails left on the Internet during these activities (blogs, web pages, comments, transactions, chats, etc.) we see emerging the notion of "digital identity." Understanding the role played by technologies in the construction of one's identity, being able to control and develop one's digital identity will be critical for insuring privacy and fully exploiting one's potential to find a job, for career development, build partnerships, participate in online communities, etc.
A social networking site is an online place where a user can create a profile and build a personal network that connects him or her to other users. In the past five years, such sites have rocketed from a niche activity into a phenomenon that engages tens of millions of internet users. More than half (55%) of all online American youths ages 12-17 use online social networking sites, according to a new national survey of teenagers conducted by the Pew Internet & American Life Project.
The survey also finds that older teens, particularly girls, are more likely to use these sites. For girls, social networking sites are primarily places to reinforce pre-existing friendships; for boys, the networks also provide opportunities for flirting and making new friends.
Pew Internet Report Jan 2007
| Digital Idenity
Read the following articles:
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setting up an on-line discussion group for the course
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Implementing ePortfolios
ePortfolio Content and Authoring Options
| ePortfolio authoring software
Group Work
[PPT slide with list of authoring options]
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| Online vs Local Hosting [5 minutes]
Prompts:
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Watch this video presentation: "Compiling Your ePortfolio"
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Engaging Learners in the ePortfolio Process
| What is special about our learners?
watch this presentation [YouTube Video] watch this video of university students talking about their experience, as digital natives, of being taught in an analogue world http://homepage.mac.com/dvchelo/page1/page3/files/page3-1003-pop.html
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| How can we engage learners in the ePortfolio process?
 Watch the Video Podcast "Engaging young learners in the ePortfolio process" OR use the PDF of the presentation and talk to it yourself. PDF to accompany the podcast "Engaging young learners in the ePortfolio process"
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Integrating ePortfolios into the curriculum
| using ePortfolios in my teaching
Working in pairs
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End of Module Action Plan
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Extension Activities
(might be useful for Trainers designing a course [LINK] TO KeyPal Resources )
ePortfolios evidencing Competency
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competencies to teach ePortfolios, what are they?
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| developing ePortfolio teacher competencies
Working in pairs
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Using your ePortfolio to support you in an interview or a review meeting
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Web Resources
List of possible resources to be used:
KeyPal Tutor/Teacher Self-Assessment [11]
KeyPal Competency Framework [13] An Overview of E-Portfolios by George Lorenzo and John Ittelson [14] E-Portfolios – pre 19: A survey of what is around – February 2006 "Grab your future with an e-portfolio!"
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