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Australian e-Portfolio Symposium – Thursday 7 February 2008
Gillian Hallam, Project Manager, AeP, QUT
- Commissioned grant from Carrick Institute
- Consortium of 4 universities - QUT, Uni of Melb, Uni of Wollongong, Uni of New England
- Goals and Key Questions of this Project
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ePortfolio practice in higher education: The UK Experience Rob Ward, Director, Centre for Recording Achievement, UK
- Personal Development Planning (PDP) - review, reflection, planning - unique UK policy (mandated) decision in UKHE
- Translating and unpacking 'Records from Achievement'
- Capturing all of the skills and attributes of 'students' in the 21st Century - a traditional qualification is not 'capturing' these -
- Creating a 'Vision' for using ePortfolios is very important ie what do you want your ePortfolio to do/achieve?
- intrinsically developing individuals of a clearer sense of who they are, where they are going in the 21st century, how they might get there in the context of working, and leanring environments which are characterised by increasing change
- ePortfolios - process to assist workplace performance and professional development
- 'Transcript recording of student achievement'
- monitor, build and reflect
- PDP - reflect upon own learning, performance and/or achievement to plan for your own personal, educational and career development
- students/individuals who are already doing PDP - are the ones who need ePortfolios the least - hence, ePortfolios assist students/individuals who are not currently doing this through this process
- Key issues for ePortfolios - how to you engage/connect students to use ePortfolios? staff are the 'gate keeps'/instigates to ePortfolios
- Appreciative Inquiry principles work well
- As the School sector use ePortfolios - then they will arrive into VET/Higher Ed with ePortfolio experiences
- implementing ePortfolios are long term projects
- ePortfolios is in a continuously changing flux - the needs, the requirements, the technology, the users' previous ePortfolio experiences
- Capturing , Storing, Organising, Linking, Presenting = improves student retention of learning
- PDP emphases (Atlay, 2007)
- Personalisation, more holistic view of individuals (UK Burgess Report), raising skills levels (competitiveness in the knowledge economy)
- students value the socialisation of the learning environment
- JISC (Joint Information Systems Committee), HEFCE, Postgraduate Reserach Training, Work-based Learning initiatives
- making connections between all of the sectors are very important ie Community, Schools, Vocational, Higher Education
- Linking ePorfolios to the Institutional Agenda - ie admissions, retention and progression (inclusion), connecting/supporting destributed learners, leanring, assessment and attainment, employability and continuing development
- Challenges of ePortfolios: Incredulity, Compatibility, Complexity, Costs, Individual Accountability
- Continuing Professional Development (CPD) is used to mean lifelong career development in a professional context within the discipline professionalism as a teacher, researcher and academic manager. ...
- Reflection: Many students don't know what to write, students who value the ePortfolio process are likely to perform better academically, ePortfolio tuitition/mentoring/coaching is very important - Educators need to be using ePortfolios if they expect their students to be utilising one
- How do you teach the ePortfolio process of Capturing , Storing, Organising, Linking, Presenting
- What makes a good ePortfolio tutor/mentor/coach?
- What influences the acceptance by students and teachers? (critical factor)
- Management - What is their critical role?
- The medium? - Paper vs digital. different softward, scalable!!
- Managing complexities of research into ePortfolio practice - range of use of practice institutions: lots of differences
- ePortfolios make more sense when incorporated within a particular 'discipline' or program area
- employers reluctant to engage with ePortfolios (technology/confidentiality) unless linked to professional development/PDP/CPD
- Key Message: human aspects affecting the implementation of ePortfolios in respect of changes to the teaching and learning paradigm and in institutational change management, have a substantially great impact than the technical issues.
The Lifelong and lifewide learning vision: Implications for use of ePortfolios in Higher Educations Darren Cambridge, Associate Director, Inter/National Coalition for Electronic Portfolio Reserach, USA
- LiveText - Learning Assessment Accreditation Solutions
- Expressive ePortfolios - creative, individualised, self as authority
- Standardised ePortfolios - common structure, through institutions, objective view of an individual
- Authenticity - Charles Taylor - The Ethics of Authenticity - find truth through what is unique about ourselves, enacting that difference through creative expression, Protecting choise as a core value
- Neutrality as a Consequence - abandonment of 'horizons of significance', validation of choice as an end in itself, freedom of neutrality, procedural justice
- Critique of Authenticity - expressive: promotes a culture of atomism and narcissim (self-absorption, lack of enduring commitments, disposable relationships),
- Necessity of Dialog - need to identify our 'horizons of significance' if we are to know our individual differences
- From Dialog to Deliberation - message with a rhetorical situation - author and audience, means for participation in collective decision making, deliberative democracy
- University as Ethical Learning Organisation - Authenticity (student identity), Dialog (create conversations with others about the student), Deliberation (student's experience helps formulate what the Institute will do)
- A New roles for Competencies - Standardised: Deliberative:
- Competencies in organisational learning: Standardised: Deliberative:
- Deliberative Assessment: Standarised: objectivist/utilitarian; Expressive: Subjectivist/intuitionist (Gray 2002)
- Deliberative Assessment: learning is complex/contectual, judgement based in embodied expertise, students as authoritative informants about their own learning (Kathleen Yancy 1998 - Reflection in the Writing Classroom), institutional values and outcomes the result of deliberation based on these sources of expertise
- ePortfolios based around a set of standards/competencies - ie employability skills can help develop 'self identity' - I am able to .... I have these skills ... I am an effective citizen as I can .... Students take 'ownership' of their learning and the direction of their learning
- ePortfolios can offer an input to a community conversation about what it means to be an educated person in the 21st century
- Harry G Frankfurt - The Importance of What We Care About - The integrity of what we care about: deliberation around ePortfolios hinges on what individuals and institutions care about, caring is a characteristic of the will
- Network Self: creating intentional connections: ePortfolio 2.0 - Symphonic Self: achieving integrity of the whole: ePortfolio 1.0 - University of Wolverhampton - using PebblePad technology's networking features really well with Teacher Training
- blogging into a profession: Julie Hughes' students in classroom placements at Uni of Wolverhampton
- Networked employability -
- The ability to create a Narrative allows you to shape the future
- Integrity - consistency and coherence over time (lifelong), consistency and coherence across roles (lifewide), achieved and asserted through narrative
- Composing a life: improvisation, interruption, redirection - required time, craft, stepping out
- life and work passions often overlap
- Iteration means the act of repeating
ePortfolio:
- Authencity: how has your education equipped you to identify a need and to make a difference in the world?
- Deliberation: Competencies as boundary objects which connects learning/training, work and life
- Integrity: evidence from diverse contexts integrated into hypertextual
narrative
George Mason University: dcambrid@gmu.edu
Australian Higher Education Graduation Statement: Project Review Emeritus Professor Grant Harman, Centre for Higher Education management and Policy, University of New England
- gharman@une.edu.au
- Diploma Supplement Project specific objectives are to enhance student and professional mobility and make qualifications more portable by providing descriptions of nature, level, context, and status of studies that were completed, as well as information about the education system to which the qualifications belong.
Audit of ePortfolio Practice in Higher Education in Australian: Methodology, Data and Trends
Sarah Lambert, Project Manager, Student ePortfolio Project, University of Woolongong Lynn McAllister, Senior Project Officer, AeP, QUT Claire Brooks, Educational Designer, Teaching Learning and Research Support, The University of Melbourne Associate Professor Gillian Hallam, Project Manager AeP
- Demostration of collected data and use of 'Keepad' technology was used to capture data from the Symposium audience
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ePortfolio Implementation in Higher Education: Maturity Models
Wendy Harper, Associate Director, TALSS, QUT
Associate Professor Gillian Hallam, Project Manger, AeP, QUT
- How do we 'sell' the concept of an ePortfolio
- creating an ePortfolio in an educational institution can be like making a 'cake':
- Institutational factors: eg the Kitchen - Policy, Connectivity, Interoperability/Transferability, Curriculum ICT Policy, Institutional
- Teacher/tutor factors: eg the chef - Staff ICT skills, Teacher engagement, teacher feedback, automony
- Students/learner factors eg the consumers - automony, links to Institution, access/ownership
- Technology factors eg the final product - useability, simplicity, re-use
- IISC-SURF ePortfolio (Netherlands) Model - different phases and levels of abilty matrices
ePortfolio Practice in Higher Education: the Dutch experience
Marij Veugelers, Community Manager, SURL NL Portfolio
Wijnand Aalderink, Chair, NL Portfolio Sterring Committee, SURL NL Portfolio
- SURF Foundation - Netherlands Project in implementing ePortfolios
- Various Roles involved in implementing ePortfolio - Technical - Educational - Management - Other
- expect about a 10 year implementation process to become fully functional
- Primary Functions of an ePortfolio (Van Tartwijk 2003): Showing/Presenting, Planning, Reflecting
- ePortfolios can have different functions, different approaches, different solution - one size doesn't fit all
- Many factors involving educational innovation - balanced model - Goals, Learning activities, Learning environment surrounded by Management, People, Infrastructure, who also need lots of support
- ePortfolio is far more than the structure/software - the implementation / way of embedding is very important, which can be referred to as the ePortfolio Concept.
- Scenarios in integrating in education/ePortfolio implementation: Scenario 1 - as part of the Counselling process; Scenario 2 - as part of the Counselling and Assessment process; Scenario 3 - Counselling, Assessing and Planning
- Implementating ePortfolios requires applying Change Management processes and/ or paradigm shifts practices to get 'everyone' on board for effective use.
International ePortfolio Community of Practice = EIfEL
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