[Advisory] How do e-portfolios benefit the learning process?
Ferrier, Andrew
Andrew.Ferrier@bromley.gov.uk
Tue, 3 Nov 2009 14:29:43 +0000
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I concur with Ray's remarks in general. The term 'e-portfolio' is bandied a=
bout especially by VLE vendors who often confuse it with an online assessm=
ent book rather than a tool that should be used by children and students to=
record their achievement milestones. The best model, I have seen was that=
used at Essendon North Primary School in Victoria Australia (http://www.e=
nps.vic.edu.au/) .This school has been using the concept of student digital=
portfolios for over six years.
The school uses eportfolios as a concept for making pupils active partners =
in the learning process. Part of this involves children presenting their ep=
ortfolios to their parents and teachers as a replacement to the old parent=
/teacher interviews. Listening to a nine year old child articulating and an=
alysing their learning experiences is really quite powerful.
But Ray is right- it is not just a tool for assessing learning. Rather tha=
n having one eportfolio, a student or a child may find themselves creating=
a variety of eportfolios for different purposes. I don't see any problem w=
ith this.
Andrew Ferrier
ICT Schools Manager
ICT Mark Assessor (URN 0605026)
Bromley EDC
Church Lane Princes Plain
Bromley BR2 8LD
http://ictbromley.ethink.org.uk<http://ictbromley.ethink.org.uk/>
Phn 0208 461 6224
Mobile: 07876356532
imus ad magum ozi videndum, magum ozi mirum mirissimum
________________________________
From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] =
On Behalf Of Ray Tolley
Sent: 03 November 2009 12:33
To: advisory@talk.naace.org; secondary@talk.naace.org
Subject: [Advisory] How do e-portfolios benefit the learning process?
Hey Pete, thanks for the invitation, but I could be writing for ages!
Firstly, e-Portfolios are about Lifelong learning ie not just about 'school=
'. We can start by recording a child's milestones at age 1 if not before. =
This information assists pre-school staff in identifying learning needs. =
And this process goes on through every transition. See my 'Seven ages of M=
an' at http://www.maximise-ict.co.uk/7_Ages.pdf and 'School transitions'=
http://www.maximise-ict.co.uk/School_transitions.pdf
The above should not be confused with any MIS or VLE system - it is what th=
e learner chooses as self-representation and not a data-crunching exercise =
by educational administrators. Obviously, where e-Portfolios are used ther=
e are many aspects which assist school transitions particularly for the rec=
eiving school.
Secondly, learning is much more than 'in school' - it is about formal lear=
ning outside of school eg caring for a sibling or elderly parents, informal=
learning: being a member of a youth group; formal learning, whether gainin=
g swimming or dance awards, and experiential learning: eg going on an adven=
ture holiday or surviving a serious flood etc etc. How a child of school-a=
ge records these events is a measure of themselves but, more importantly, i=
nforms teachers of more about the children in their class than any child ha=
s told me when I was their form-tutor.
Lifewide learning might be part of the above but also includes a reflection=
on both the culture and the degree of ability/disability and learning pref=
erences that are not delineated by traditional assessment norms. In my wri=
tings I refer to the 5 'A's of Age, Aptitude, Ability, Accessibility and At=
titude.
Unfortunately, most of the published documents on e-Portfolios suffer from =
a silo mentality. Typically, the FE/HE sector have a very limited view of =
the e-Portfolio as a substitute for a good VLE and some even use a pseudo =
e-Portfolio as a content delivery system or assessment tool. Others see th=
e e-Portfolio as a Careers counselling system within the institution. Yet =
others, universities in particular see the e-Portfolio as primarily a tool =
for CPD or as a CV. All of these have a partial truth but fail to 'look ou=
tside of the box' in terms of the needs of the 'whole person'.
Similarly VLE vendors have repeatedly informed me that their VLEs include a=
n e-Portfolio - but what's the good of a so-called e-Portfolio that cannot =
'port' from one institution to another. They usually claim that their syst=
em is interoperable but fail to say that present interoperability standards=
are only capable of exporting and importing basic data-sets and some links=
to files and that only between certain tools such as PebblePad or Mahara.
Again, there is a massive movement to portray blogs or wikis as e-Portfolio=
s. I really feel that teachers do their students a disservice by leading t=
hem to believe that a blog can serve the multiple functionalities that a de=
cent e-Portfolio tool can offer. Quite simply, nothing is for free.
Constructing an e-Portfolio, to my mind using Dreamweaver or any other web-=
tool is an absolute time-waster for most kids and certainly not appropriate=
for Primary school children, the elderly, those who are less able or just =
downright too busy to spend the time building something that is as robust a=
nd e-secure as an e-Portfolio of necessity must be.
Perhaps the bottom line is that of ownership. If the e-Portfolio looks any=
thing like some of the uninspiring VLE formats how can the youngster ever f=
eel any sense of ownership, or a representation of themselves? I could go =
on about the technicalities of e-Portfolio design, of embedded polls, quest=
ionnaires, formative feedback, different 'views' for multiple and concurren=
t audiences, credentialism etc. but all of that you can read about on my bl=
og (see below).
As I said, I could go on for much longer, but I had better stop for now - a=
nd I've hardly got into the benefits!
Best Wishes,
Ray Tolley FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: http://raytolley.v2efolioworld.mnscu.edu/
B: http://www.efoliointheuk.blogspot.com/
W: http://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award 2009'
From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] =
On Behalf Of Pete Yeomans
Sent: 02 November 2009 20:18
Cc: advisory@talk.naace.org
Subject: [Advisory] How do e-portfolios benefit the learning process?
This is not an argumentative piece - I really struggle with the e-portfolio=
agenda, why is it a good idea to keep one, someone persuade me please...=
..
Pete
Pete Yeomans
32 Millbay Road
Plymouth
PL1 3EG
07885716200
________________________________
Date: Mon, 2 Nov 2009 19:24:49 +0000
Subject: Re: [Advisory] primary curriculum re development
From: ianrlynch@googlemail.com
To: peteyeomans@hotmail.com
CC: rjt@maximise-ict.co.uk; advisory@talk.naace.org
On Mon, Nov 2, 2009 at 6:08 PM, Peter Yeomans <peteyeomans@hotmail.com<mail=
to:peteyeomans@hotmail.com>> wrote:
In support of Ray, have a look at the hole in the wall project on ted.com<=
http://ted.com>. Kids are resourceful, they can teach themselves how to u=
se computers and cameras and all sorts. What they don't need are teachers=
holding them back!
Yes kids are resourceful and no doubt many would become literate without sp=
ecialist English lessons. That would depend on home support, having the rig=
ht teachers, the right motivation and the right curriculum though if most k=
ids were not to remain semi-literate at best. Take e-portfolios. How much a=
re they being used across all subjects in all schools? If you look at the s=
kill set required to put together an e-portfolio its Level 2ish in the QCF,=
that is A*-C level at GCSE based on the criteria in the Using Collaborativ=
e Technologies unit in the ITQ which is based on the national occupational =
standards (its more than just operating technologies in isolation just as E=
nglish is more than spelling and punctuation but we still think it is impor=
tant to teach these things). Now who is systematically providing the learni=
ng for both children and their teachers in order that the government (and E=
U) aspiration for all to have an e-portfolio by 2010 actually happens? Putt=
ing some frameworks and funding out is easy. Getting mass take up and produ=
ctive use is much more difficult. It's rather like having a largely illiter=
ate population and decreeing everyone will record all their learning in exe=
rcise books without any English lessons. Let's get all those English teache=
rs out of the way ;-). Anyone want to bet on the likelihood of picking a le=
arner of say age 14 at random in a school in say science and finding all th=
eir experiments written up on line by 2010 with appropriate sized and resol=
ution graphics files? At the current rate I'd be willing to bet a fiver on =
that not being the case in most schools in 2015. I'd look at it the other=
way round. Good teaching in En, Ma and IT could deliver 90% of the subject=
content in all the other areas because all the knowledge based subject con=
tent is out there on the internet. I'll take calls to abolish IT lessons se=
riously when we stop getting reports like the Importance of ICT (OFSTED 200=
9), we stop wasting 500 million a go on COL and things like e-porfolios act=
ually get implemented effectively. All the evidence seems to me that there =
is too little emphasis on supporting appropriate learning in ICT so saying =
teachers get in the way is fanciful. I do agree that we don't have anywhere=
near enough teachers who really are capable so the key thing is to do more=
to support them and change the styles of learning so that there is less de=
pendency on specific technical knowledge. This in itself is a tall order bu=
t probably the only real chance of proviing a proper learning entitlement t=
o the people that matter.
Ian
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<DIV dir=3Dltr align=3Dleft><SPAN class=3D967440314-03112009><FONT face=3DA=
rial=20
color=3D#0000ff>I concur with Ray's remarks in general. The term 'e-portfol=
io' is=20
bandied about especially by VLE vendors who often confuse it with an=
=20
online assessment book rather than a tool that should be used by children a=
nd=20
students to record their achievement milestones. The best model, I ha=
ve=20
seen was that used at Essendon North Primary School in Victoria Australia&n=
bsp;=20
(<A href=3D"http://www.enps.vic.edu.au/)">http://www.enps.vic.edu.au/)</A> =
.This=20
school has been using the concept of student digital portfolios for over si=
x=20
years.</FONT></SPAN></DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D967440314-03112009><FONT face=3DA=
rial=20
color=3D#0000ff></FONT></SPAN> </DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D967440314-03112009><FONT face=3DA=
rial=20
color=3D#0000ff>The school uses eportfolios as a concept for making pupils =
active=20
partners in the learning process. Part of this involves children presenting=
=20
their eportfolios to their parents and teachers as a replacement to t=
he=20
old parent/teacher interviews. Listening to a nine year old child articulat=
ing=20
and analysing their learning experiences is really quite=20
powerful.</FONT></SPAN></DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D967440314-03112009><FONT face=3DA=
rial=20
color=3D#0000ff></FONT></SPAN> </DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D967440314-03112009><FONT face=3DA=
rial=20
color=3D#0000ff>But Ray is right- it is not just a tool for assessing=20
learning. Rather than having one eportfolio, a student or a=20
child may find themselves creating a variety of eportfolios for=
=20
different purposes. I don't see any problem with this.</FONT></SPAN></DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D967440314-03112009><FONT face=3DA=
rial=20
color=3D#0000ff></FONT></SPAN> </DIV>
<DIV dir=3Dltr align=3Dleft><SPAN class=3D967440314-03112009><FONT face=3DA=
rial=20
color=3D#0000ff> </DIV></FONT></SPAN>
<DIV><FONT face=3DArial color=3D#0000ff></FONT> </DIV><!-- Converted f=
rom text/rtf format -->
<P><FONT face=3DArial color=3D#008000 size=3D4>Andrew Ferrier</FONT> <BR><I=
><FONT=20
face=3DArial size=3D2>ICT Schools Manager </FONT></I><BR><I><FONT face=3DAr=
ial=20
size=3D2>ICT Mark Assessor (URN</FONT> <FONT face=3DArial>0605026)</FONT></=
I>=20
<BR><I><FONT face=3DArial size=3D2>Bromley EDC</FONT></I> <BR><I><FONT face=
=3DArial=20
size=3D2>Church Lane Princes Plain</FONT></I> <BR><I><FONT face=3DArial=20
size=3D2>Bromley BR2 8LD</FONT></I> <BR><I><FONT face=3DArial size=3D2><A=20
href=3D"http://ictbromley.ethink.org.uk/">http://ictbromley.ethink.org.uk</=
A> </FONT>=20
</I></P>
<P><I><FONT face=3DArial size=3D1>Phn 0208 461 6224</FONT></I> <BR><I><FONT=
=20
face=3DArial size=3D1>Mobile: 07876356532</FONT></I> </P>
<P><I><FONT face=3DArial color=3D#ff0000 size=3D1>imus ad magum ozi videndu=
m, magum=20
ozi mirum mirissimum</FONT></I> </P>
<DIV> </DIV><BR>
<DIV class=3DOutlookMessageHeader lang=3Den-us dir=3Dltr align=3Dleft>
<HR tabIndex=3D-1>
<FONT face=3DTahoma size=3D2><B>From:</B> advisory-admin@talk.naace.org=20
[mailto:advisory-admin@talk.naace.org] <B>On Behalf Of </B>Ray=20
Tolley<BR><B>Sent:</B> 03 November 2009 12:33<BR><B>To:</B>=20
advisory@talk.naace.org; secondary@talk.naace.org<BR><B>Subject:</B> [Advis=
ory]=20
How do e-portfolios benefit the learning process?<BR></FONT><BR></DIV>
<DIV></DIV>
<DIV class=3DSection1>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-seri=
f'">Hey=20
Pete, thanks for the invitation, but I could be writing for=20
ages!<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-seri=
f'"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-seri=
f'">Firstly,=20
e-Portfolios are about Lifelong learning ie not just about ‘school=
217;. We=20
can start by recording a child’s milestones at age 1 if not before.&n=
bsp; This=20
information assists pre-school staff in identifying learning needs. A=
nd=20
this process goes on through every transition. See my ‘Seven ag=
es of Man’=20
at <A=20
href=3D"http://www.maximise-ict.co.uk/7_Ages.pdf">http://www.maximise-ict.c=
o.uk/7_Ages.pdf</A> =20
and ‘School transitions’ <A=20
href=3D"http://www.maximise-ict.co.uk/School_transitions.pdf">http://www.ma=
ximise-ict.co.uk/School_transitions.pdf</A><o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-seri=
f'">The=20
above should not be confused with any MIS or VLE system – it is what =
the learner=20
chooses as self-representation and not a data-crunching exercise by educati=
onal=20
administrators. Obviously, where e-Portfolios are used there are many=
=20
aspects which assist school transitions particularly for the receiving=20
school.<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-seri=
f'"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-seri=
f'">Secondly,=20
learning is much more than ‘in school’ - it is about form=
al learning=20
outside of school eg caring for a sibling or elderly parents, informal lear=
ning:=20
being a member of a youth group; formal learning, whether gaining swimming =
or=20
dance awards, and experiential learning: eg going on an adventure holiday o=
r=20
surviving a serious flood etc etc. How a child of school-age records =
these=20
events is a measure of themselves but, more importantly, informs teachers o=
f=20
more about the children in their class than any child has told me when I wa=
s=20
their form-tutor.<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-seri=
f'"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-seri=
f'">Lifewide=20
learning might be part of the above but also includes a reflection on both =
the=20
culture and the degree of ability/disability and learning preferences that =
are=20
not delineated by traditional assessment norms. In my writings I refe=
r to=20
the 5 ‘A’s of Age, Aptitude, Ability, Accessibility and=20
Attitude.<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-seri=
f'"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-seri=
f'">Unfortunately,=20
most of the published documents on e-Portfolios suffer from a silo=20
mentality. Typically, the FE/HE sector have a very limited view of th=
e=20
e-Portfolio as a substitute for a good VLE and some even use a pseudo=
=20
e-Portfolio as a content delivery system or assessment tool. Others s=
ee=20
the e-Portfolio as a Careers counselling system within the institution.&nbs=
p;=20
Yet others, universities in particular see the e-Portfolio as primarily a t=
ool=20
for CPD or as a CV. All of these have a partial truth but fail to =
216;look=20
outside of the box’ in terms of the needs of the ‘whole=20
person’.<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-seri=
f'"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-seri=
f'">Similarly=20
VLE vendors have repeatedly informed me that their VLEs include an e-Portfo=
lio –=20
but what’s the good of a so-called e-Portfolio that cannot ‘por=
t’ from one=20
institution to another. They usually claim that their system is=20
interoperable but fail to say that present interoperability standards are o=
nly=20
capable of exporting and importing basic data-sets and some links to files =
and=20
that only between certain tools such as PebblePad or=20
Mahara.<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-seri=
f'"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-seri=
f'">Again,=20
there is a massive movement to portray blogs or wikis as e-Portfolios. =
; I=20
really feel that teachers do their students a disservice by leading them to=
=20
believe that a blog can serve the multiple functionalities that a decent=20
e-Portfolio tool can offer. Quite simply, nothing is for=20
free.<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-seri=
f'"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-seri=
f'">Constructing=20
an e-Portfolio, to my mind using Dreamweaver or any other web-tool is an=20
absolute time-waster for most kids and certainly not appropriate for Primar=
y=20
school children, the elderly, those who are less able or just downright too=
busy=20
to spend the time building something that is as robust and e-secure as an=20
e-Portfolio of necessity must be.<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-seri=
f'"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-seri=
f'">Perhaps=20
the bottom line is that of ownership. If the e-Portfolio looks anythi=
ng=20
like some of the uninspiring VLE formats how can the youngster ever feel an=
y=20
sense of ownership, or a representation of themselves? I could go on =
about=20
the technicalities of e-Portfolio design, of embedded polls, questionnaires=
,=20
formative feedback, different ‘views’ for multiple and concurre=
nt audiences,=20
credentialism etc. but all of that you can read about on my blog (see=20
below).<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-seri=
f'"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-seri=
f'">As=20
I said, I could go on for much longer, but I had better stop for now –=
; and I’ve=20
hardly got into the benefits! <o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-seri=
f'"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-seri=
f'">Best=20
Wishes,<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-seri=
f'"><o:p> </o:p></SPAN></P>
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 10pt; COLOR: #1f497d; FONT-FAMILY: 'Arial','sans-serif'=
">Ray=20
Tolley FEIDCT, NAACE Fellow, MBILD<BR>ICT Education Consultant<BR>Max=
imise=20
ICT Ltd<BR>P: </SPAN><SPAN=20
style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-seri=
f'"><A=20
href=3D"http://raytolley.v2efolioworld.mnscu.edu/"><SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">http://raytoll=
ey.v2efolioworld.mnscu.edu/</SPAN></A></SPAN><SPAN=20
style=3D"FONT-SIZE: 10pt; COLOR: #1f497d; FONT-FAMILY: 'Arial','sans-serif'=
"><o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 10pt; COLOR: #1f497d; FONT-FAMILY: 'Arial','sans-serif'=
">B: =20
</SPAN><SPAN=20
style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-seri=
f'"><A=20
href=3D"http://www.efoliointheuk.blogspot.com/"><SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">http://www.efo=
liointheuk.blogspot.com/</SPAN></A></SPAN><SPAN=20
style=3D"FONT-SIZE: 10pt; COLOR: #1f497d; FONT-FAMILY: 'Arial','sans-serif'=
"><BR>W: =20
</SPAN><SPAN=20
style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-seri=
f'"><A=20
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"><SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Arial','sans-serif'">http://www.max=
imise-ict.co.uk/eFolio-01.htm</SPAN></A></SPAN><SPAN=20
style=3D"FONT-SIZE: 10pt; COLOR: #1f497d; FONT-FAMILY: 'Arial','sans-serif'=
"><BR></SPAN><SPAN=20
style=3D"FONT-SIZE: 10pt; COLOR: #c00000; FONT-FAMILY: 'Arial','sans-serif'=
">Winner=20
of the IMS 'Leadership Regional Award 2009'</SPAN><SPAN=20
style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-seri=
f'"><o:p></o:p></SPAN></P></DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 11pt; COLOR: #1f497d; FONT-FAMILY: 'Calibri','sans-seri=
f'"><o:p> </o:p></SPAN></P>
<DIV>
<DIV=20
style=3D"BORDER-RIGHT: medium none; PADDING-RIGHT: 0cm; BORDER-TOP: #b5c4df=
1pt solid; PADDING-LEFT: 0cm; PADDING-BOTTOM: 0cm; BORDER-LEFT: medium non=
e; PADDING-TOP: 3pt; BORDER-BOTTOM: medium none">
<P class=3DMsoNormal><B><SPAN lang=3DEN-US=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Tahoma','sans-serif'">From:</SPAN><=
/B><SPAN=20
lang=3DEN-US style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Tahoma','sans-serif'">=
=20
advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] <B>On=
=20
Behalf Of </B>Pete Yeomans<BR><B>Sent:</B> 02 November 2009 20:18<BR><B>Cc:=
</B>=20
advisory@talk.naace.org<BR><B>Subject:</B> [Advisory] How do e-portfolios=20
benefit the learning process?<o:p></o:p></SPAN></P></DIV></DIV>
<P class=3DMsoNormal><o:p> </o:p></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Verdana','sans-serif'"><BR>This is =
not an=20
argumentative piece - I really struggle with the e-portfolio agenda, =
why=20
is it a good idea to keep one, someone persuade me=20
please.....<BR><BR>Pete<o:p></o:p></SPAN></P>
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Arial Black','sans-serif'"><IMG=20
id=3D_x0000_i1025 height=3D2 src=3D"http://graphics.hotmail.com/greypixel.g=
if"=20
vspace=3D9 border=3D0 NOSEND=3D"1"><SPAN style=3D"COLOR: #3366cc">Pete=20
Yeomans</SPAN></SPAN><SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Verdana','sans-serif'"><o:p></o:p><=
/SPAN></P>
<P class=3DMsoNormal><SPAN class=3Decapple-style-span><SPAN=20
style=3D"FONT-SIZE: 10pt; COLOR: #3366cc; FONT-FAMILY: 'Arial Black','sans-=
serif'">32=20
Millbay Road</SPAN></SPAN><SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Verdana','sans-serif'"><o:p></o:p><=
/SPAN></P>
<P class=3DMsoNormal><SPAN class=3Decapple-style-span><SPAN=20
style=3D"FONT-SIZE: 10pt; COLOR: #3366cc; FONT-FAMILY: 'Arial Black','sans-=
serif'">Plymouth</SPAN></SPAN><SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Verdana','sans-serif'"><o:p></o:p><=
/SPAN></P>
<P class=3DMsoNormal><SPAN class=3Decapple-style-span><SPAN=20
style=3D"FONT-SIZE: 10pt; COLOR: #3366cc; FONT-FAMILY: 'Arial Black','sans-=
serif'">PL1=20
3EG</SPAN></SPAN><SPAN=20
style=3D"FONT-SIZE: 10pt; COLOR: #3366cc; FONT-FAMILY: 'Arial Black','sans-=
serif'"><IMG=20
id=3D_x0000_i1026 height=3D2 src=3D"http://graphics.hotmail.com/greypixel.g=
if"=20
vspace=3D9 border=3D0 NOSEND=3D"1"></SPAN><SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Verdana','sans-serif'"><o:p></o:p><=
/SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 10pt; COLOR: #3366cc; FONT-FAMILY: 'Arial Black','sans-=
serif'">07885716200</SPAN><SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Verdana','sans-serif'"><o:p></o:p><=
/SPAN></P></DIV>
<P class=3DMsoNormal style=3D"MARGIN-BOTTOM: 12pt"><SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Verdana','sans-serif'"><BR><BR><o:p=
></o:p></SPAN></P>
<DIV class=3DMsoNormal style=3D"TEXT-ALIGN: center" align=3Dcenter><SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Verdana','sans-serif'">
<HR align=3Dcenter width=3D"100%" SIZE=3D2>
</SPAN></DIV>
<P class=3DMsoNormal style=3D"MARGIN-BOTTOM: 12pt"><SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Verdana','sans-serif'">Date: Mon, 2=
Nov=20
2009 19:24:49 +0000<BR>Subject: Re: [Advisory] primary curriculum re=20
development<BR>From: ianrlynch@googlemail.com<BR>To:=20
peteyeomans@hotmail.com<BR>CC: rjt@maximise-ict.co.uk;=20
advisory@talk.naace.org<BR><BR><o:p></o:p></SPAN></P>
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Verdana','sans-serif'">On Mon, Nov =
2, 2009=20
at 6:08 PM, Peter Yeomans <<A=20
href=3D"mailto:peteyeomans@hotmail.com">peteyeomans@hotmail.com</A>>=20
wrote:<o:p></o:p></SPAN></P>
<DIV>
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Verdana','sans-serif'">In support o=
f Ray,=20
have a look at the hole in the wall project on <A=20
href=3D"http://ted.com">ted.com</A>. Kids are resourceful, they=
can=20
teach themselves how to use computers and cameras and all sorts. What=
they=20
don't need are teachers holding them=20
back! <o:p></o:p></SPAN></P></DIV>
<DIV>
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Verdana','sans-serif'"><o:p> <=
/o:p></SPAN></P></DIV></DIV></DIV>
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Verdana','sans-serif'"><BR>Yes kids=
are=20
resourceful and no doubt many would become literate without specialist Engl=
ish=20
lessons. That would depend on home support, having the right teachers, the =
right=20
motivation and the right curriculum though if most kids were not to remain=
=20
semi-literate at best. Take e-portfolios. How much are they being used acro=
ss=20
all subjects in all schools? If you look at the skill set required to put=20
together an e-portfolio its Level 2ish in the QCF, that is A*-C level at GC=
SE=20
based on the criteria in the Using Collaborative Technologies unit in the I=
TQ=20
which is based on the national occupational standards (its more than just=20
operating technologies in isolation just as English is more than spelling a=
nd=20
punctuation but we still think it is important to teach these things). Now =
who=20
is systematically providing the learning for both children and their teache=
rs in=20
order that the government (and EU) aspiration for all to have an e-portfoli=
o by=20
2010 actually happens? Putting some frameworks and funding out is easy. Get=
ting=20
mass take up and productive use is much more difficult. It's rather like ha=
ving=20
a largely illiterate population and decreeing everyone will record all thei=
r=20
learning in exercise books without any English lessons. Let's get all those=
=20
English teachers out of the way ;-). Anyone want to bet on the likelihood o=
f=20
picking a learner of say age 14 at random in a school in say science and fi=
nding=20
all their experiments written up on line by 2010 with appropriate sized and=
=20
resolution graphics files? At the current rate I'd be willing to bet a five=
r on=20
that not being the case in most schools in 2015. I'd look at it=
the=20
other way round. Good teaching in En, Ma and IT could deliver 90% of the su=
bject=20
content in all the other areas because all the knowledge based subject cont=
ent=20
is out there on the internet. I'll take calls to abolish IT lessons serious=
ly=20
when we stop getting reports like the Importance of ICT (OFSTED 2009), we s=
top=20
wasting 500 million a go on COL and things like e-porfolios actually get=20
implemented effectively. All the evidence seems to me that there is too lit=
tle=20
emphasis on supporting appropriate learning in ICT so saying teachers get i=
n the=20
way is fanciful. I do agree that we don't have anywhere near enough teacher=
s who=20
really are capable so the key thing is to do more to support them and chang=
e the=20
styles of learning so that there is less dependency on specific technical=20
knowledge. This in itself is a tall order but probably the only real chance=
of=20
proviing a proper learning entitlement to the people that=20
matter.<BR><BR>Ian<o:p></o:p></SPAN></P></DIV></DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Verdana','sans-serif'"><o:p> <=
/o:p></SPAN></P>
<DIV class=3DMsoNormal style=3D"TEXT-ALIGN: center" align=3Dcenter><SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Verdana','sans-serif'">
<HR align=3Dcenter width=3D"100%" SIZE=3D2>
</SPAN></DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-SIZE: 10pt; FONT-FAMILY: 'Verdana','sans-serif'">New Windows =
7: Find=20
the right PC for you. <A href=3D"http://www.microsoft.com/uk/windows/buy/"=
=20
target=3D_new>Learn more.</A><o:p></o:p></SPAN></P></DIV>=
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