MOSEP Module 3/session1

From WikiEducator
Jump to: navigation, search
Mosep logo small.jpg MOSEP ePortfolio Tutorial: Module 3
Presentation of Evidence
Overview / Introduction - Module 3
Session 1 | Session 2 | Session 3 | Session 4 | Session 5


Session 1: Purpose and content of a presentational ePortfolio

Icon objectives.jpg

After this session the participant will:

Introduction: The presentational ePortfolio

It takes time for students to create and maintain an ePortfolio . It is important to provide learners with a reason for them to compile and maintain an ePortfolio . Without a good reason they will not want to 'waste' their time and effort.

As well as promoting the use of ePortfolios because they can support the learning process the integration of high profile interview or presentational situation into a learner's programme can often raise the value of the ePortfolio process in the student's mind. This in turn will help to motivate them to set aside the time required to maintain the ePortfolio.

The developmental ePortfolio is generally used by the learner to store any evidence or artefacts that they think they might need for their purpose. They will collect something if they think it is appropriate and adds something to their existing ePortfolio . The presentational ePortfolio will store the selected evidence or digital artefacts that the learner thinks that they will need for the interview or presentational situation . The learner will store evidence in their developmental ePortfolio and will select only evidence that they think is apporopriate to the purpose of the interview or presentational situation . The selected evidence will be either copied into a seperate presentational ePortfolio created specifically for the purpose, or linkages are created to the selected evidence 'pages' in the developmental ePortfolio . The links are then followed to enable the audience to view only the selected evidence 'pages'.

Then by focussing on the evidence in a learner's ePortfolio the audience can encouage the learner to think about what they have done, learnt, planned or achieved. This process helps the learner to understand more about themselves and their learning. Many of the experinces that the learner will reflect on will be positive. Reflecting on positive experinces is likely to result in increased learner self esteem. The audience gives value to the ePortfolio process.

The audience and purpose of the interview or presentational situation will influence what evidence or digital artefacts they will select for their presentational ePortfolio .

Activity 1 - Setting the scene

Icon activity.jpg
Session 1 - Activity 1 [30 mins]

Tutor Presentation:

Icon assess.gif


Session 1

read and design a poster that you could use to make your learners aware of the advantages and disadvantages of sharing information that they might store in their ePortfolio.

Activity 2 - Evidencing competency

Icon discussion.gif
Session 1 - Activity 8 [30 mins]




Activity 3 - Benefits of an ePortfolio

Icon discussion.gif
Session 1 - Activity 9 [15 mins]



Activity 4 - The relationship between the developmental ePortfolio and the presentational ePortfolio

Icon activity.jpg
Session 1 - Activity 3 [20 mins]
  • Watch

the video Podcast "Using your ePortfolio to support you in an interview or a review meeting"

Icon discussion.gif

Identify one group of learners that you teach and consider:

Activity 5 - Selecting appropriate evidence for a presentational ePortfolio

Icon activity.jpg
Session 1 - Activity 7 [60 mins]

Group work:

The scenarios describe the digital artefacts that are available to the learner.

  • Ask groups to feedback to the whole group focusing on:
    • The digital artefacts that they have selected
    • Why they thought the selected digital artefacts were appropriate
    • Any missing evidence they have identified
    • Any inappropriate formats they have identified

Activity 6 - Possible interview or presentational situations

Icon discussion.gif
Session 1 - Activity 4 [15 mins]


  • If your learners were using ePortfolios, what opportunities would they have to present them to an audience?
  • What are the advantages and disadvantages of the following audiences:
    • Peer group
    • Teachers
    • Parents
    • Employers
    • Training providers
    • University admissions tutors

Activity 7 - The importance of audience

Icon activity.jpg
Session 1 Activity 5 [20 mins]

Read these blog posts:

Icon discussion.gif
Discuss the following questions, and write down any ideas or conclusions that you have made.
  • Why is audience important?
  • Who could be the audience for each of these interview or presentational situations?
  • Does the audience influence the style and format of the presentational ePortfolio that the learner designs?

Activity 8 - Preparing learners for an interview or presentational situation

Icon assess.gif


Session 1 - Activity 6 [30 mins]

Briefing Document

  • Identify a group of learners in your school, college or organisation and prepare a briefing document for your manager explaining why you are going to require them to present their ePortfolio.
  • Identify who the audience would be and how the interview or presentational situation would be organised.
  • Design an assignment or worksheet for your learners, making clear:

Make sure that you give them some hints as to what evidence they might need to present.

Activity 9 - Introduction to the End of Module presentation

Icon discussion.gif
Personal Development Planning
  • Discuss the similarities between the Personal Development Planning (PDP) process and the ePortfolio process.

A presentational ePortfolio can provide evidence of planning, competency, experiences, reflections and qualifications.