Which e-Portfolio Tool for What Purpose?
1 like1,042 views
The document discusses the analysis and selection of e-portfolio tools suitable for various educational scenarios, emphasizing the need for tailored approaches based on specific user requirements. It outlines the history of e-portfolios at the Institute of Education, presents the features of different tools, and evaluates them in the context of specific educational programs. The paper highlights critical themes such as ownership, collaboration, and accessibility that impact the successful implementation of e-portfolios.
Which e-Portfolio Tool for What Purpose?
- 1. Which e-Portfolio for what? How to analyse needs and decide on tools 1
- 2. ePortfolios How to analyse needs and decide on tools Tim Neumann London Knowledge Lab
- 3. Future-Proofing PDP and e-Portfolio Developments Date: 18th June 2009 Venue: Centre for Career Management Skills University of Reading 3 Future-Proofing PDP and e-Portfolio Developments
- 4. Contents 1 Introduction 2 Approach 3 Features of e-Portfolio Tools 4 Purpose of Use 5 Matching Purpose with Tools 4 Future-Proofing PDP and e-Portfolio Developments
- 5. 1 Introduction ePortfolio History at the IOE • 2003-2005: Level 10, custom project/group management tool • 2006-2007: PebblePad pilot for Secondary PGCE • since 2006: individual, small-scale efforts and explorations • 2008-2009: TQEF ePortfolio project 5 Future-Proofing PDP and e-Portfolio Developments
- 6. 1 Introduction Motivation • Multiple academic staff members had sought advice on ePortfolios • Variety of intended use cases • Availability of tools at no further costs 6 Future-Proofing PDP and e-Portfolio Developments
- 7. 1 Introduction Overview of our work • Discussion with participants (staff and students) • Review of previous ePortfolio trials, paper portfolios, electronic exchanges • Developing contextualised models of ePortfolio use • Implementation in five scenarios • Evaluation of tools in three cases (with student input) 7 Future-Proofing PDP and e-Portfolio Developments
- 8. 2 Approach Three Elements A. Feature comparison of e-portfolio tools - Technology B. Needs analysis - Pedagogy C. Needs-based e-portfolio tool evaluation - Practice 8
- 9. 3 Features of e-Portfolio Tools Available Tools: a) Blackboard Basic Portfolio - without Bb Content System b) Blackboard Personal Portfolio - without Bb Content System c) Learning Objects Expo LX - Blackboard Building Block d) Mahara - for evaluation purposes only 9 Future-Proofing PDP and e-Portfolio Developments
- 10. 3 Features of e-Portfolio Tools Comparison of Features (1) 10 Future-Proofing PDP and e-Portfolio Developments
- 11. 3 Features of e-Portfolio Tools Comparison of Features (2) 11 Future-Proofing PDP and e-Portfolio Developments
- 12. 4 Purpose of Use Needs Analysis 1. The Doctoral School 2. MA in ICT in Education 3. Secondary PGCE ICT 4. Post-Compulsory PGCE (ESOL/Literacy) 5. MTeach 12 Future-Proofing PDP and e-Portfolio Developments
- 13. 4 Purpose of Use Scenario 1: The Doctoral School • Portfolios co-owned by student and supervisor • Limited access for registry staff for tracking purposes • Record of supervisory meetings, progress reviews, assignments, attendance • Evidence of doctoral level competencies • Building a professional academic identity 13 Future-Proofing PDP and e-Portfolio Developments
- 14. 4 Purpose of Use Scenario 1: The Doctoral School Student Supervisor Registry 14 Future-Proofing PDP and e-Portfolio Developments
- 15. 4 Purpose of Use Scenario 2: MA in ICT in Education • Student-owned and generated portfolio • Repository for student-created teaching resources • Record reflections on personal/professional development (multi-media) • Identity space (profiles) • Bibliographic management system • Peer comments/reviews • Monitoring of tutor-generated portfolio tasks 15 Future-Proofing PDP and e-Portfolio Developments
- 16. 4 Purpose of Use Scenario 2: MA in ICT in Education Student Peers Tutor 16 Future-Proofing PDP and e-Portfolio Developments
- 17. 4 Purpose of Use Scenario 3: Secondary PGCE in ICT • Community of practice involving five stakeholder groups • Collaborative production • Monitoring of course requirements (tracking of deadlines) • Checklist for QTS standards • Mentoring log, lesson observations, assessment record file • Career entry and professional development profile 17 Future-Proofing PDP and e-Portfolio Developments
- 18. 4 Purpose of Use Scenario 3: Secondary PGCE in ICT Trainee Teacher IOE Tutor School Mentor Administrator Subject Leader 18 Future-Proofing PDP and e-Portfolio Developments
- 19. 4 Purpose of Use Scenario 4: Post-Compulsory PGCE (ESOL/Literacy) • Student-owned portfolio • Tutors and mentors to contribute to selected portfolios • Record of teaching practice • Tracking progress over distances 19 Future-Proofing PDP and e-Portfolio Developments
- 20. 4 Purpose of Use Scenario 4: Post-Compulsory PGCE (ESOL/Literacy) Trainee Teacher IOE Tutor School Mentor 20 Future-Proofing PDP and e-Portfolio Developments
- 21. 4 Purpose of Use Scenario 5: Master of Teaching • Collaborative community beyond the course context • Portfolio as a starting point for post-graduation engagement • Communication and sharing tool • Politically skewed towards open source tools 21 Future-Proofing PDP and e-Portfolio Developments
- 22. 4 Purpose of Use Scenario 5: Master of Teaching Student Colleagues Peers IOE Tutor Administrator 22 Future-Proofing PDP and e-Portfolio Developments
- 23. 4 Purpose of Use Analysis: Multiple Themes 1. Model: What is an ePortfolio? 2. Ownership: Who controls what? 3. Access: How does collaboration work? 4. Use and purpose: Implications for learning, development and assessment 5. Issues: Training, support, portability 23 Future-Proofing PDP and e-Portfolio Developments
- 24. Theme Questions Model What is an ePortfolio? How can it be used to support learning, development, assessment? How can/should it be organised/structured/managed? Who would/should monitor development and progress? Questions asked the benefits to the student, tutor, supervisor, mentor and/or Institution? What are Ownership Who is it for? Who has overall control/ownership of it? How, what, and with whom can it be shared? Accessibility How can it be accessed? Who can/should/needs to have access to it and at what level? Tool Can it be integrated or linked to other systems, e.g. Registry? What are the practical issues and implications of implementation? What costs are involved? Which system should be used and what are the alternatives? Support What training is needed and how could this be delivered? 24 Future-Proofing PDP and e-Portfolio Developments
- 25. 4 Purpose of Use Tutor and Administrators’ perceptions of ePortfolios as learning models ePortfolio Model Course Assessment Tool Shared Content Student Gen. Professional Management Folio Tool Development Tool (Repos./ Refl.) Tool Doctoral School 2 (4) 1 (1) 4 (3) 3 (2) MA in ICT 2 (4) 1 (1) 3 (2) 4 (3) Sec PGCE ICT 2 (2) 1 (1) 4 (4) 3 (3) PC PGCE 2 (3) 3 (2) 1 (1) 4 (4) MTeach 4 (4) 2 (2) 1 (1) 3 (3) Institution -------------------------------------------------------------- Student 25 Future-Proofing PDP and e-Portfolio Developments
- 26. 4 Purpose of Use Perceptions around ownership and control of the ePortfolio Superviso School or Institution rs or Link Work- Course Students Course/ Registry Course Tutors Based Dept Tutors Mentors Doc Sch. 1 1 2 N/A N/A 2 MA in ICT 1 2 1 N/A N/A N/A PGCE ICT 1 1 N/A 2 2 3 PC PGCE 1 2 1 3 3 2 MTeach 1 2 N/A 0 0 3 26 Future-Proofing PDP and e-Portfolio Developments
- 27. 5 Matching Purpose with Tools Case 1: Blackboard Personal Portfolio • Almost no collaborative features • Sharing is limited to ‘viewing’ • Tracking difficult and time-consuming • Good as online repository and reflection tool 27 Future-Proofing PDP and e-Portfolio Developments
- 28. 5 Matching Purpose with Tools Case 2: Blackboard Personal Portfolio versus Mahara Blackboard Mahara 28
- 29. 5 Matching Purpose with Tools Case 3: LO Expo LX Wiki Tool 29 Future-Proofing PDP and e-Portfolio Developments
- 30. Further Information Download Occasional Paper 5, by Wilma Clark: http://www.wlecentre.ac.uk/occasionalpapers (to be published on 18 June 2009) 30
- 31. Contact Tim Neumann [email protected] Learning Technologies Unit Institute of Education, University of London London Knowledge Lab 23-29 Emerald Street London, WC1N 3QS www.lkl.ac.uk/LTU 31