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.
Watch this Introductary presentation OR Use UPDATE THIS LINK[this presentation] to introduce the Wiki to your trainees
After following this course you will...
- understand how the ePortfolio process can support learning and the learner
- be aware of a range of different ePortfolio issues and authoring options
- know how a ePortfolio might support your personal development
- be aware of the MOSEP Tutorials and how you might use them
Introduction to the MOSEP Wiki
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:
- Learning experiences
- reflections and thinking
- Read Pages 3 to 7 from the KeyPal UserGuide 
- Demonstration - Looking at Sample ePortfolios
In groups look at Sample ePortfolios LOOK FOR BETTER EXAMPLES
- identify the common features/components in the ePortfolios that you looked at
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
- what pressures are on schools in the UK to introduce ePortfolios? - the ePortfolio drivers
- UK Specific Drivers
- A developing curriculum with a skills emphasis
- A requirement for all learners at Key Stage 3 (national curriculum ICT)
- Increasing value being given to reflective learning and action planning
- Learners moving between 14 - 19 learning providers
- Need to evidence skills development (Personal Learning and Thinking skills, Work Related Learning entitlement,Citizenship)
- Desire to harness technology including to support assessment
- Search for approaches that will engage learners and evidence informal and non-accredited learning
Look at the issues being discussed in this Google Group
- list the issues being discussed
- are these issues relevant to your school or college?
- are the arguements for using ePortfolios sensible?
ePortfolios and Learning:
| Background to ePortfolios
| why collect evidence?
- discussion prompts - typical purposes
- to demonstrate competency - to support progression/PDP - value in an interview or presentational situation
- to support assessment for learning (formative assessment)
- to support assessment of learning (summative assessment)
- to record learning and progress
- to showcase work
What can the ePortfolio process do for my learners?
- prepare for this discusiion by watching this presentation and doing some internet research
The Learner's Voice - ePortfolios and Social Software
| Listening to learners (20 mins)
Interview a group of learners who use ePortfolios OR Listen to these recordings of
Year 7 Students and
Year 9 Students talking about ePortfolios
Watch a student talking about her ePortfolio http://www.foliotek.com/ + CLICK PLAY ON JESSE CLARK VIDEO
- identify what learners enjoy and what they find difficult about using ePortfolios
- make a list of the learner's likes and dislikes
| Learner perceptions of ePortfolios and Social Software (20 mins)
- Feedback and share what you have found out about what learners think, find difficult, enjoy etc about using ePortfolios
- Discuss how, when and why students use social software
- Read the Pew Internet Report - Teens and Social Media: The use of social media gains a greater foothold in teen life as they embrace the conversational nature of interactive online media[]
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
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:
| Protecting Digital Identity (5 mins)
- Discuss the importance of students being aware of the need to protect their digital identity
- Discuss this Blog arguement
If modern education consists in developing one's identity, then digital education must become one of the priorities of education, along with physical or moral education.
The experience gained in ePortfolio practice will certainly be useful to achieve this task, and it is probable that the portfolio will always keep a role. But the challenge to tackle from now on us is not the simple use of ePortfolio any more, but digital identity education. We now all have a digital identity, even if we are not aware of it. []
- Research and design a poster that provides advice for Year 7 students about what they should do, or not do to protect their Digital Identity
Possible resources for poster:
| setting up an on-line discussion group for the course
- discuss the advantages of on-line discussion groups
- seek the approval/permission of the group to set up a group
- set up a Google Group by the following steps: INSERT LINK TO GROOUPS MENU
- 1. Create an account
- 2. Setup your group
- 3. Invite people
- show participants how you restrict access to members only when you set up the group access permissions
- remind participants to take care of their digital identity when they create their profile
ePortfolio Content and Authoring Options
| ePortfolio authoring software
- consider the possible tools/packages that could be used to create an ePortfolio?
[PPT slide with list of authoring options]
- what must an ePortfolio package/tool be able to do? - what features must it have? what interface should it have?
- group feedback
| Online vs Local Hosting [5 minutes]
- available anywhere - able to work at home etc
- security and safety issues - digital identity
- able to set access controls for others to see certain sections
- currently - limits on storage, communcations capacity - problems with multimedia evidence
- lifelong hosting?
- Locally Hosted
- fewer security/safety issues
- easier to store and work with multimedia evidence
- unable to work on away from school/college network
- lifelong hosting?
Engaging Learners in the ePortfolio Process
|How can we engage learners in the ePortfolio process?
Diagram demonstrating 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"
Integrating ePortfolios into the curriculum
| using ePortfolios in my teaching
Working in pairs
- Take one lesson or course that you teach and consider how you could use ePortfolios in the lesson or course.
- Write this up in your ePortfolio as a blog post OR post something into the on-line course discussion group
End of Module Action Plan
- Where do we go next?
- Will you set up your own personal ePortfolio? If not, why not?
prepare an Action Plan - preparing to support my learners
(might be useful for Trainers designing a course [LINK] TO KeyPal Resources )
ePortfolios evidencing Competency
competencies to teach ePortfolios, what are they?
- complete the KeyPal Self Assessment questionnaire: 
- the competencies needed by a Teacher/Tutor to support ePortfolio Learners - KeyPal competencies 
| developing ePortfolio teacher competencies
Working in pairs
- identify one (or more) competencies (from the KeyPal Self Assessment) that you think that you need to further develop.
- what would you need to do to develop these competencies?
Using your ePortfolio to support you in an interview or a review meeting
- watch this presentation Link to the podcast "Using your ePortfolio to support you in an interview or a review meeting"
- would this help you in an interview for your next job?
- would you think about asking your student to use their ePortfolio in an interview or review meeting?