ePortfolios for Adults and Other Humans (rev 2014)
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The document discusses the concept of eportfolios as personalized spaces for formal, non-formal, and informal learning, emphasizing their importance in modern education and career development. It highlights how eportfolios support lifelong learning by allowing individuals to manage their digital identity and showcase their skills and achievements through various multimedia formats. Additionally, the text outlines the role of eportfolios in adult education, promoting self-directed learning, reflection, and career transitions.
ePortfolios for Adults and Other Humans (rev 2014)
- 1. ePortfolios for Adults (and Other Humans) Revised February 13, 2014
- 2. Learning Agents Accelerated learning systems E-learning resources & services Learning community support Consulting http://bit.ly/DonPresant_ePortfolio
- 3. Why are we talking about ePortfolios?
- 4. http://blog.qmee.com/qmee-online-in-60-seconds/ The Read-Write Web has changed the Internet from: • a shopping mall • an encyclopedia • a television To a place where we personalize our experience and leave our footprints behind
- 5. Résumés and CVs on Job Boards become… Xelcise, Creative Commons/Flickr
- 6. Human Capital Management eSourcing, Applicant Tracking, Talent Management
- 7. eSourcing is Social Employers want to find you techvibes.com
- 8. Digital Dirt… Developing Digital Citizens Alex Couros 2012
- 10. Sage on the Stage… Photo Credit: US Mission Geneva via Compfight cc
- 11. Personalized Learning Flipped Classroom and the Read/Write Web YouTube and Facebook in Nursing Education by Laura Killam on Prezi
- 12. Digital Technology: the air we breathe The New Essential Skill Defining Essential Digital Skills in the Canadian Workplace
- 13. PIAAC: PS-TRE Problem Solving in Technology Rich Environments • Digital technologies have transformed the way we communicate, learn and work (and solve problems) • Many of us lack the skills to use them effectively http://bit.ly/PS-TRE • “Enabling technologies” also become part of the problems we have to solve
- 14. OK, but what IS an ePortfolio?
- 15. ePortfolio = your Personal Space For formal, non-formal and informal learning http://www.jiscinfonet.ac.uk/infokits/e-portfolios
- 16. What is ePortfolio? Process vs. Product http://electronicportfolios.org/balance/Balancing.jpg
- 17. Key Message: ePortfolios can be FOR and OF Learning FOR Learning OF Learning focused on process focused on product supports learning demonstrates learning private workshop public shop window a learning environment a showcase of learning achievements learning activities learning outcomes formative assessment summative assessment lower stakes higher stakes
- 18. ePortfolio OF Learning Submission for credit: Athabasca Link to site
- 19. ePortfolio FOR Learning High School project, New Zealand http://www.youtube.com/watch?v=EpizeSoeNT0
- 20. Learner Ownership Taking control of the story of your life Helen Barrett http://www.slideshare.net/slideshow/embed_code/11873587
- 21. Virtual companion for 21C learning http://www.slideshare.net/4nitsirk/mahara-open-source-eportfolio-application
- 22. Lifelong, lifewide • K-12 – Primary, Middle, High School • PSE and beyond – College, university, professional development • Workplace – Sourcing, hiring, developing, grooming • Community – Volunteering • Personal – Interests, experiences
- 23. ePortfolio and ALFI ePortfolios are Adult Learning “Friendly” • Outreach – Overcome barriers in time, place, and tradition in order to create lifelong access • Life & Career Planning • Financing • Assessment of Learning Outcomes – Knowledge, skills, and competencies – from the curriculum and life and work experience • Teaching-Learning Process – Multiple methods to connect curriculum to useful knowledge and skills • Student Support Systems – Enhance students’ capacities to become self-directed, lifelong learners • Technology – Enhance the learning experience • Strategic Partnerships – Employers and other organizations • Transitions – Guided pathways
- 24. More than paper: Benefits of “e” The “Flexible Binder” for the 21st Century • Information Management capabilities – – – – Collecting, archiving, sharing, multiple versioning Quick links to cross-reference evidence Accessible multimedia with free Web 2.0 tools Align to frameworks, rubrics, track learning over time • Social learning, digital identity – Building professional profile, Personal Learning network • Digital technology skills, Internet literacy – Demonstrated by and within the ePortfolio • Learning and collaboration integration – Online research: documents, networks – Easy to add comments, edit, mentor, coach
- 25. My take on PIAAC: PS-TRE How ePortfolios can help learners Use technology, including the read-write web to: • Create a Personal Learning Environment to set goals and develop your knowledge and skills to achieve those goals • Connect with others to build your personal learning network • Develop a positive digital identity • Solve problems, learn, work and live an effective happy life
- 26. Multiple Media For authentic assessment Eportfolios as flexible learning spaces - Allison Miller 2012
- 27. ePortfolio for High Schools Sample activities and projects • Showcase, repository of artefacts and achievements – Private/Shared/Public • “Walled garden” for: – Reflection, critical thinking – Digital skill building, social skills and identity • Assignment submission tool – Multimedia inquiry-based projects, group projects – Scaffolded knowledge construction – Incremental, monitored, commented • Experiential learning tool – Work experience, community / volunteer • Tool for transition – University entrance, employment, career advancement
- 28. Early Steps with Learners “Tell me about yourself” - Template Our Lady’s Preston (UK)
- 29. Early Steps with Learners “Tell me about yourself” – Real example Our Lady’s Preston (UK)
- 30. ePortfolio FOR and OF Learning Admission to post-secondary Summary Portfolio Workbook
- 31. More examples and commentary From my own “assignment page” • John Creighton video – Class projects excerpt • Teachers in training in the US: – Ecosystems by Christina Rosario – Differentiating Using 21st Century Tools by Kery – Multi-Step Equations and Inequalities by Brian Johnson • Articles from New Zealand: – ePortfolios in High School English – Inquiry Based Learning (Google Apps and Mahara) – Constructivism in Year 11 Geography
- 32. Open Badges Think: “online micro credential” Richard Wyles, Totara LMS at MaharaUK12 http://maharauk.org/mod/resource/view.php?id=117 Video: Chicago Summer of Learning
- 33. Essential Skills ePortfolio Program overview • For Adults in Transition – Based on paper program • Leverage the “e” factor • Accessible and authentic ICT – Free software, accessible hardware • “Lifelong”
- 34. Adults in Transition Use cases • • • • • • Immigrants Twenty-somethings Return to workers Displaced workers Career shifters Mature workers
- 35. Building the ES portfolio Extracting value from experience 1. Identify life experiences 2. Reflect to draw out human capital • “KSAs”: Knowledge, Skills, Attitudes 3. Write outcome statements for your KSAs 4. Group into areas of expertise 5. Put it all together in a portfolio • • • • • Title page, table of contents, introduction Lists: skills, examples & outcomes statements Evidence-demonstrations, documentation Resumes and cover letters Goals and plans (SMART goals)
- 36. Why Mahara? Personal Learning Environment • Free Open Source Software (FOSS) – Free (like a puppy) – Controllable, predictable – Extendable, “clusterable” (Mahoodle, Google Apps…) • Designed for schools – National school implementation in NZ: “MyPortfolio” • Personalized – Flexible to varied purposes, not a one-size-fits-all “tick the box” form
- 37. Why Mahara? Private social media network
- 38. Multi Mahara Examples So far, all educational… • MyPortfolio Schools (Kineo Pacific) – 1,211 institutions (201301), 85,575 users, 9,976 groups • MyPortfolio Tertiary (Kineo Pacific) – 14 institutions, 13,381 users,1160 groups – Massey University: 9,000 users • kyvyt.fi (Discendum) – >100 institutions, 25,000 users, 1,000 groups • CLEO (One Connect Limited) – 154 institutions, 23,000 users, 874 groups • Bute/Argyle Education Authority (EdICT) – 92 institutions, 7,081 users, 50* groups
- 39. MyPortfolio Schools The largest community so far Jan 2013: 1,211 institutions, 85,575 users, 9,976 groups
- 40. New service: savvyfolio.net Multi-institution ePortfolio community Professional Body Workplace Trainer Employer College Industry Sector Body Adult Learning Centre University Employability Agency
- 42. Personal Planning and Learning Online Locker, Interactive Workbook • Online archive – Personal & downloaded documents, links • Resources for self-directed learning – Webinars, videos, self-assessment surveys • Learning plans and tracking tools – Set goals and track progress to them (Learning Plans) – Keep records of learning activities over time (CPD) • Personal journal – Reflect on goals and alternative futures – Keep ad hoc “notes to self”, prepare agendas, etc.
- 43. Employment & related purposes Demonstrate, assess & improve Human Capital • Qualification Recognition – Initial, formative, summative assessment • Academic recognition – PLAR/RPL for courses and programs • Career Development – Gap analysis, exploration of alternatives, building pathways • Employment (Web CV) – Hiring, career advancement, team building tool for employers • Continuing Professional Development (CPD) – Tracking ongoing learning activities and reflection on practice – Recertification
- 44. PRESENTATION SUPPORT PAGE: bit.ly/ep4adults Don Presant [email protected] Twitter: donpresant Skype: dpresant
Editor's Notes
- #2: About Learning AgentsAbout Don Presant
- #3: Federal corporation, HQ in ManitobaMultimedia learning resources for career development, workplace learning and professional developmentSpecialty: facilitating, packaging & disseminating insights of learners, practitioners and subject matter expertsProducer of “Career Destination” solutions through community partnerships since 2001Opened Learning Agents eStudiosin 2007multimedia & video facility for learning resource production, ePortfolio development and webcastingActive voluntary role in communityCareer Trek and “Let’s Get to Work” conferenceDon Presant: Chair of Manitoba PLA Network (MPLAN) Community Telecentre COMMUNITY ECONOMIC DEVELOPMENT CONCEPT: technology literacy, engagement, expression, workVideo-conference (in development)job interviews , online learning e.g. classes for prospective immigrants overseas, workplace trainingOther community learning events (subscribe to other networks)Collaborative Workshop EnvironmentHands-On ePortfolio and related workshopsDigital Production StudiosPhotos, objects, actions, interviews, simulationsImages, audio, video, textQuick set-up, quick turnaround (photo vs. scan, permanent lighting setup, direct to disk recording, etc.)Multimedia Post Production Facility :career profiles, ePortfolio resources, training videosProduction and Facilitation Support Services: staff, freelance & partners
- #14: “key activity of the Manitoba Adult Literacy Strategy for the next three years”
- #24: An Adult Learning Focused Institution (ALFI) excels in these ways:OutreachConducts its outreach to adult learners by overcoming barriers in time, place, and tradition in order to create lifelong access to educational opportunitiesLife & Career PlanningAddresses adult learners’ life and career goals before or at the onset of enrollment in order to assess and align its capacities to help learners reach their goalsFinancingPromotes choice using an array of payment options for adult learners in order to expand equity and financial flexibilityAssessment of Learning OutcomesDefines and assesses the knowledge, skills, and competencies acquired by adult learners—both from the curriculum and from life and work experience—in order to assign credit and confer degrees with rigorTeaching-Learning ProcessFaculty uses multiple methods of instruction (including experiential and problem-based methods) for adult learners in order to connect curricular concepts to useful knowledge and skillsStudent Support SystemsAssists adult learners using comprehensive academic and student support systems in order to enhance students’ capacities to become self-directed, lifelong learnersTechnologyUses technology to provide relevant and timely information and to enhance the learning experienceStrategic PartnershipsEngages in strategic relationships, partnerships, and collaborations with employers and other organizations in order to develop and improve educational opportunities for adult learnersTransitionsSupports guided pathways that lead into and from the institution's programs and services in order to ensure that students' learning will apply usefully to achieving their educational and career goals
- #26: “key activity of the Manitoba Adult Literacy Strategy for the next three years”
- #36: Step 1: Identify life experiences and identify examples of essential skills that you have Include:Volunteer experiencesHobbiesSchoolWorkStep 2: Reflect – Identify knowledge, skills and attitudesWhat do I know, what can I do, what attitudes are needed? Step 3: Writing outcomes: Clear, correct and concise Complete writing outcomes, using action words Step 4: Group into areas of expertise SMART goals Create functional lists of essential skillsCreate functional lists for areas of expertiseCreate SMART goalsSpecificMeasurableAttainableRealisticTimely Step 5: Put it all together in the portfolioIntroductionTitle PageTable of ContentsPersonal Statement or Introduction Essential Skills ListsAreas of Expertise: Knowledge, Skills and AttitudesWriting OutcomesFunctional ListsResumesCover lettersDemonstrations, certificates, transcriptsGoals/Plans