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Discussion: Defining the parameters
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RayTolley |
Defining the parameters
May 29 2009, 6:20 AM EDT
| Post edited: May 29 2009, 6:22 AM EDT
It's good to see an association dedicated to the learning aspects of e-Portfolios as against the functionality. Although it might be a case of putting the cart before the horse, perhaps some might be thinking, 'Now we've got it, what do we do with it?' - and I look forward to this group spelling out and refining the broad spectrum of teaching and learning activities along with ARPEL.We are all aware of the very wide range of e-Portfolio solutions - every one different and meeting different needs - and varying from some rather narrow commercial products to the free-ranging 'DIY' solutions that other more able students might wish to develop. My overriding priority at the moment is to try and synthesise those elements of e-Portfolio practice which are uniquely an e-Portfolio solution as opposed to those tools, such as e-assessment products, which are better suited to being embedded within an institution's VLE. In terms of separating out the different functionalities, I have always said. 'Let the VLE do what the VLE does best, and let the e-Portfolio do what it can best do. I appreciate that there will be other threads dealing with Authentication, defining Experience, and what we understand by Evidence-Based Learning. However, can I ask if this is the place to explore in some depth, even with case studies, how the e-Portfolio influences classroom-based teaching and learning. Here again, of course, is another whole platform for variability. Some schools still use a very formal approach to 'instruction' or teacher-controlled lessons - 'the sage on the stage', whereas other schools are begining to develop a far more personalised approach to learning, 'the guide by the side'. I have tried to spell out some of these differences, from the perspective of UK schools, on my blog at: www.efoliointheuk.blogspot.com oops reached word-limit. 1 out of 1 found this valuable. Do you?
Keyword tags:
all-age
e-Portfolio
eportfolio
learning
lifelong
lifewide
teaching
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browngb |
1. RE: Defining the parameters
Jun 2 2009, 12:54 PM EDT
Hi Ray,I certainly hope this is the place where we "explore in some depth" issues of pedagogies. I think your following clause also suggests a key aspect of the challenge when you point to "classroom-based teaching and learning." One very important attribute of ePortfolios and their potential is the reflective and recursive learning they might support. The implication is clear in that even a single class in a single term delimit reflection and recursion. Optimizing ePortfolio potential in other words implies a broader (and deeper) collaboration among program faculty, students, and across institutional boundaries. Conceptualizing teaching in that broader context and recognizing we are teaching students first and our content as a means of learning and not an end to learning is, for me, the heart of the challenge and the kernel of a potentially powerful innovation. 1 out of 1 found this valuable. Do you? |
kirbyl |
2. RE: Defining the parameters
Jun 10 2009, 2:43 PM EDT
Where would this group start on the task of defining parameters? I would think we all come from such diverse backgrounds in teaching and learning with/without technology that we might find it difficult to pin down where to begin. Yet, to make a contribution and avoid being perceived as a mere whiner, I've begun a bit of preliminary research at the Open University's Repository. Since I'm sure to reach the character limit if I post it here, I've saved a document that I'll attempt to load in another area of the site. If I'm not successful due to parameter definitions in the site, email me (lanita.kirby@gmail.com) or twitter me (@larukirccc). I'll be glad to share. Best, ~lk Do you find this valuable? |
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RayTolley |
3. RE: Defining the parameters
Jun 12 2009, 5:04 AM EDT
Hi, Kirby,Could not find your work but, as it happened, in a minor presentation I gave at the JISC conference on Thursday, I suggested one approach might be to disaggregate Helen Beetham's definition and really work on our understanding of the separate statements: 1. A collection of digital resources; 2. That provide evidence of an individual’s progress and achievements; 3. Drawn from both formal and informal learning activities; 4. That are personally managed and owned by the learner; 5. That can be used for review, reflection and personal development planning; 6. That can be selectively accessed by other interested parties e.g. teachers, peers, assessors, awarding bodies, prospective employers.’ But I fear that we won't get very far with the current character-limit of this forum! Do you find this valuable? |
trentbatson |
4. RE: Defining the parameters
Jun 15 2009, 5:24 PM EDT
to Ray and Gary and LK, and others: AAEEBL is a professional associatioin which must encompass a broad view of ePortfolios -- which ranges from the institutionally-owned large database systems tracking cohorts of students to software that calls itself a student ePortfolio applicaiton, and from installed software to Web-based ePortfolio as a Web service, and on to Web 2.0 apps that can support ePortfolio activities. Defining ePortfolio by the software gets us nowhere. But what are the core values of ePortfolio? Ray's list is a good starting point. But, I'll suggest a new parameter: "that shows CHANGE over time" and "that an employer can understand in five minutes." But, let's not stop there. How about expanding on the informal learning aspects? Portfolio as a research community of long standing, is a good guide for how academia is changing in the Web 2.0 world. AAEEBL recognizes portfolio as a barometer of how well learning institutions are transforrming to thrive in this century.Sorry about the character limit. This is a place for conversation. We do recognize the need for longer contributions and in some cases, after review, we offer writer privileges to a small set of folks. Thanks for the thoughts and contributions so far. Trent Do you find this valuable? |
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RayTolley |
5. RE: Defining the parameters
Jun 16 2009, 12:28 PM EDT
Hi, Trent,Agreed about not limiting to any one technology - it is about whether the functionality meets the needs of teachers and students (amongst others!) However, with respect, I think that 'CHANGE over time' is sutably covered within the broad heading of 'review and reflect'. Similarly, "that an employer can understand in 5 minutes" is a sub-set of #6. I wonder if this is a job for a wiki so that we can compile subsets of ideas under the 6 headings? I like your reference to the "e-Portfolio as a barometer of how well learning institutions are transforrming to thrive in this century." - Is this another list for us to develop? Ray T Do you find this valuable? |
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trentbatson |
6. RE: Defining the parameters
Jun 16 2009, 1:21 PM EDT
Yes, Ray, Portfolio Practices as a Barometer of Change -- or something like that -- is a good discussion topic.--trent Do you find this valuable? |
