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E-Portfolios
This document outlines an agenda for a webinar on e-portfolios. The webinar will include introductions, presentations on what e-portfolios are and their implications for e-learning, a demonstration of an e-portfolio system, and a question and answer session. Attendees will learn about using e-portfolios for learning, integrating the Mahara system with a learning management system, and how e-portfolios can support connected, personalized, and project-based learning models.
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E-Portfolios
- 1. 2014 Webinar Series SHOWCASE ACHIEVEMENT James Ballard Victoria Simpson
- 2. 0-5 mins •Welcome and Orientation 5-10 mins • Session Introduction 10-40 mins • Presentation • Screen share 40-55 mins • Questions • Discussion 55-60 mins • Conclusion Session Outline What you can expect
- 3. 15th Jul -Responsive Design 29th Jul - Open Badges 12th Aug - ScaffoldLMS Administration 9th Sep – LTI / TinCan (xAPI) 21st Oct – e-Portfolios 11th Nov - Assessment Introduction ScaffoldLMS Webinar Series 2014
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- 5. 1. Understand e-Portfolios What is an e-portfolio? 2. Using e-Portfolios for learning Why are these useful to learning? Ideas for good practice 3. Integrating Mahara with ScaffoldLMS Assessing portfolio submissions Examples of e-portfolios Objectives What we hope you will get out of the session
- 6. Section 1 WHATARE E-PORTFOLIOS?
- 7. LinkedIn – professionalshowcase Word Press – learning blogs The evolution of the digital footprint Twitter – shared links My Portfolios Facebook – family and friends
- 8. Two Faces ofe-Portfolios Understanding the badges movement What can they do? An e-Portfolio is not a specific software package, but more a combination of process (a series of activities) and product (the end result of the e- Portfolio process). Barrett, H. (2010) The Collection Portfolio as process The Narrative Portfolio as product Organisation Chronological Thematic Primary purpose Learning or reflection Accountability or showcase Reflection Immediate (present tense) Retrospective (past tense) Prospective (future tense)
- 9. Achieving Balance Balancingthe two faces of e-portfolios
- 10. Personalised Learning Framework An approach to assessing the impact of e-learning Personalisation and Digital Technologies The logic of education systems should be reversed so that it is the system that conforms to the learner, rather than the learner to the system. This is the essence of personalisation. Professional Social National Institutional Personal Portal Accreditation VLE / LMS Portfolio Personal Learning Plan (PLP) Ballard & Butler, 2011
- 11. Dual Layer MOOCs Integration of connectivist and instructivist
- 12. Assessment Organisational e-Portfolios Do I need an e-portfolio? • Do I need to assess collections of diverse media content? • Do I need to assess processes as well as products? Identity • Do my users need a ‘safe’ space to explore identities? • Do my users need to develop a sense of affiliation or belonging? Social Networking • Do I need a ‘walled garden’ for teams to collaborate socially? • Do I need users or groups to showcase work digitally? Organisational personas • Do I need to maintain an internal or public directory of staff portfolios? • Do my users need to share their work with users outside of my organisation?
- 13. Portfolio Interoperability Whatdo users get out of it when they leave? Mediated Action Vygotsky views the essence of cognitive education as providing students with new psychological tools (metacognitive skills). Metacognitive Skills (e.g. reflection) Portfolio (Mediating agent) User
- 14. Portfolio Interoperability Whatdo users get out of it when they leave? Reusable Content There is more value to developing an e-portfolio if users know that they can take their data with them when they leave, or use it in other systems at the same time. Web Access Reusable Assets
- 15. Activity 2 AUDIENCEQUESTION • Are you using aspects of e-portfolios already?
- 16. Section 2 IMPLICATIONSFOR E-LEARNING
- 17. Complex Learning Dynamic A model of e-portfolio-based learning
- 18. Connected Learning Maximiselearning opportunity through distributed approach Student Records SCORM LTI xAPI
- 19. Archaeological Pedagogy A‘bottom-up’ model for learning and teaching Project based, context driven inquiry Linking personal interests to ‘models of the world’: • Choosing a place or a territory • Assembling the evidence • Formulating the problem – identifying the concepts • Connecting with the student’s life story • Projecting forwards towards a learning outcome and identifying and collecting specialist knowledge Jaros and Deakin-Crick
- 20. Section 3 E-PORTFOLIODEMO • Project Work • Professional Development • Informal Learning • Vocational Learning
- 21. Activity 2 Q&ADISCUSSION
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- 23. ScaffoldLMS Webinar Series2014 THANK YOU More information: http://www.ninelanterns.com.au/ @scaffoldlms https://www.linkedin.com/company/scaffoldlms
Editor's Notes
- #14 the development of higher-order thinking is dependent on appropriate interactions, which can be identified through the Zone of Proximal Development (ZPD); the ZPD is never located solely within the learner, shifting the focus of instruction from transmission of competence or knowledge to understanding the meaning of assistance in relation to an individual’s learning and development