[Secondary] RE: [Advisory] How do e-portfolios benefit the
learning process?
Rob Ellis
icttalk@gmail.com
Tue, 3 Nov 2009 17:02:08 +0000
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Years ago, in the dim and distant mists of time when innovation roamed the
earth I was lucky enough to be a teacher researcher on an Ultralab project
called eViva.
It had many facets but started with the idea that a learner would record a
voice print for later use and then benchmark themselves against child
friendly statements (oh what fun we had with them!) and set targets.
During the year they would save key milestone pieces of work that could be
seen by other users in other schools with a commentary and those users coul=
d
give feedback. The feedback was often amazingly informative and helpful and
sometimes resulted in a dialogue between users. Seldom was it simply
critical and criticism was couched in terms that came across as suggestions=
.
At the end of the year the learner would take a telephone viva (hence the
voice print)answering questions from an automated source based on their
targets. I seem to remember that Stephen Heppel had the vision of people
taking their assessments while doing their paper rounds!
But the thing that struck me most was the depth of reflection on these
milestones by children who never gave a piece of work they'd done a second
glance one it had been handed in. And not just on their own work.
Now that's what I call an eportfolio....
On Tue, Nov 3, 2009 at 4:27 PM, Ray Tolley <rjt@maximise-ict.co.uk> wrote:
> @ Pete and Andrew,
>
>
>
> Two answers in one:
>
>
>
> Pete asked: You advocate a whole person approach. Is that approach right
> for everyone?
>
> Yes, certainly in schools we need to see the broader picture of each
> student, ie learning is categorically NOT 9-4. And again in one subject =
a
> child might flourish and yet in another not much gets done =96 we need to=
be
> able to see what motivates throughout all 10 Multiple Intelligences. As =
the
> student matures they will then decide which =91bits=92 of their makeup th=
at they
> wish to emphasise. I use the example of applying for a job (we=92ve all =
done
> it!) I might apply for one job and wish to provide evidence of my HR
> management skills. Concurrently I might fancy a post as an ICT technicia=
n
> and yet also for another post as an environmentalist. The point is, from=
my
> one e-Portfolio I can use both common and different artefacts to support
> presentations to different audiences.
>
>
>
> Andrew stated: Rather than having one eportfolio, a student or a
> child may find themselves creating a variety of eportfolios for differen=
t
> purposes. I don't see any problem with this.
>
> Hum, I do. (see link:
> http://efoliointheuk.blogspot.com/2009/10/how-many-different-e-portfolios=
.html ) Why have separate e-Portfolios for different purposes when the one
> e-Portfolio can present different =91views=92 to different audiences? =96=
and
> re-purposing artefacts for more than on audience. Why not allow teachers=
of
> one subject to be allowed to see how the child gets on in other subjects =
or
> at home or when involved in extra-curricular activities? Secondly, Why
> store the same artefacts in multiple places? This is the problem I have
> with =91cloud computing=92 - my digital ID scattered around the universe=
for
> all to see and not always able to be withdrawn. Certainly, as far as
> children are concerned and the less-able, I am concerned to ensure that =
the
> e-Portfolio system used is child- and teacher-friendly, takes a minimal t=
ime
> to establish and is maintained securely for permitted audiences and cause=
s
> no additional work for school technicians.
>
>
>
> See these links for further reading on:
>
> Feedback: http://efoliointheuk.blogspot.com/2009/09/what-is-feedback.htm=
l
>
> Reflection:
> http://efoliointheuk.blogspot.com/2009/07/what-is-reflection.html
>
> Formative Assessment:
> http://efoliointheuk.blogspot.com/search/label/Formative%20Assessment
>
> How e-Portfolios can be used: http://www.maximise-ict.co.uk/eFolio-01.ht=
m
>
>
>
> These and many more e-Portfolio related subjects can be found through my
> tags list
>
>
>
> 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:* Peter Yeomans [mailto:peteyeomans@hotmail.com]
> *Sent:* 03 November 2009 14:24
> *To:* Ray Tolley
> *Subject:* Re: [Advisory] How do e-portfolios benefit the learning
> process?
>
>
>
> Hi Ray .
>
>
>
> I can see the sense in what you say , if all people operated in the same
> way. You advocate a whole person approach. Is that approach right for
> everyone?
>
>
>
> Pete
>
> Sent from my iPhone
>
>
> On 3 Nov 2009, at 13:14, "Ray Tolley" <rjt@maximise-ict.co.uk> wrote:
>
> Hi, Pete,
>
>
>
> Rather than overload the NAACE forum, here is another response I sent
> recently to another organisation:
>
>
>
> 1. An e-Portfolio lends itself admirably to both blended and
> distance learning. After all, as tutors and assessors we need to underst=
and
> =91the whole person=92.
>
> 2. If the e-Portfolio is learner-owned there will be an added sense
> of identity and thus pride of ownership.
>
> 3. And thus every e-Portfolio will be different. It will showcase
> the interests and extra-curricula activities of each individual. It will
> indicate particular aspects of one=92s personal life eg responsibilities =
such
> as caring for siblings, children, the elderly etc. Where the learner thi=
nks
> that things are important to back up their claims references to community
> support/clubs/activities etc or team-activities etc.
>
> 4. Rather than just a collection of paper documents, an e-Portfolio
> is particularly useful for presenting any form of rich media. Any
> experienced tutor will see behind the face-value of any such presentation=
s
> and see more of the real or =91hidden=92 attitude or the learner.
>
> 5. When I refer to the silo mentality of the HE culture I am
> conscious that both undergraduates and those following post-grad research
> are intelligent and more able scholars who do not need to be protected by
> e-safety policies etc. These students during their 3-5 years of study
> represent only a very small proportion of all learners over their lifetim=
es
> and do not consider the wider applications of e-Portfolios when they have
> the ability to use a wide range of Web2.0 tools. Thus tools for
> collaboration, polls, surveys and questionnaires etc are easily managed b=
y
> such able people whereas for many less-able students the provision of suc=
h
> tools within an e-Portfolio is more desirable.
>
> 6. The e-Portfolios designed by top-level GCSE students, on the
> other hand, do not contain the higher level import/export facilities of I=
MS
> or LEAP2 and thus are not true e-Portfolios.
>
> 7. Although the examples in #5, #6 might meet an immediate need,
> they are not Lifelong nor Lifewide. They are not designed to be used by =
all
> sorts and conditions of people. The logic of this is that different
> e-Portfolios would be used for different purposes and lifestyles.
> Inevitably this would lead to students having to repopulate a new
> e-Portfolio when joining a new institution.
>
> 8. This leads on to one of my principle mantras, that of
> transition. Any e-Portfolio should be capable of being re-purposed
> throughout all of one=92s life, from 5-95, or as Dr Helen Barrett says, =
=91From
> sperm to worm.=92
>
> 9. Not only should an e-Portfolio mature with the owner, it should
> also be capable of representing different =91views=92 of the owner to dif=
ferent
> audiences, concurrently. Ie artefacts from a single e-Portfolio can be
> selected an =91reused=92 so as to represent different aspects of oneself =
to
> different audiences.
>
> 10. For such a sophisticated system to be equally accessible for all
> ages and abilities it requires a level of end-user support and maintenanc=
e
> not available with the more esoteric =91cloud-computing=92 tools.
>
>
>
>
>
> 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-portfol=
io
> 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>
> wrote:
>
> In support of Ray, have a look at the hole in the wall project on ted.co=
m.
> Kids are resourceful, they can teach themselves how to use computers an=
d
> 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
> specialist English lessons. That would depend on home support, having the
> right teachers, the right motivation and the right curriculum though if m=
ost
> kids were not to remain semi-literate at best. Take e-portfolios. How muc=
h
> are they being used across all subjects in all schools? If you look at th=
e
> skill set required to put together an e-portfolio its Level 2ish in the Q=
CF,
> that is A*-C level at GCSE based on the criteria in the Using Collaborati=
ve
> Technologies unit in the ITQ which is based on the national occupational
> standards (its more than just operating technologies in isolation just as
> English is more than spelling and punctuation but we still think it is
> important to teach these things). Now who is systematically providing the
> learning for both children and their teachers in order that the governmen=
t
> (and EU) aspiration for all to have an e-portfolio by 2010 actually happe=
ns?
> Putting some frameworks and funding out is easy. Getting mass take up and
> productive use is much more difficult. It's rather like having a largely
> illiterate population and decreeing everyone will record all their learni=
ng
> in exercise books without any English lessons. Let's get all those Englis=
h
> teachers out of the way ;-). Anyone want to bet on the likelihood of pick=
ing
> a learner of say age 14 at random in a school in say science and finding =
all
> their experiments written up on line by 2010 with appropriate sized and
> resolution graphics files? At the current rate I'd be willing to bet a fi=
ver
> 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 content is out there on the internet. I'll take calls to abolish =
IT
> lessons seriously when we stop getting reports like the Importance of ICT
> (OFSTED 2009), we stop wasting 500 million a go on COL and things like
> e-porfolios actually get implemented effectively. All the evidence seems =
to
> me that there is too little emphasis on supporting appropriate learning i=
n
> 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 thin=
g
> is to do more to support them and change the styles of learning so that
> there is less dependency on specific technical knowledge. This in itself =
is
> a tall order but probably the only real chance of proviing a proper learn=
ing
> entitlement to the people that matter.
>
> Ian
>
>
> ------------------------------
>
> New Windows 7: Find the right PC for you. Learn more.<http://www.microsof=
t.com/uk/windows/buy/>
>
>
--=20
Rob Ellis
E: icttalk@gmail.com
W: http://www.icttalk.co.uk
T: 01983 567900
M: 07834 185801
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<div>Years ago, in the dim and distant mists of time when innovation roamed=
the earth I was lucky enough to be a teacher researcher on an Ultralab pro=
ject called eViva.</div>
<div>It had many facets but started with the idea that a learner would reco=
rd a voice print for later use and then benchmark themselves against child =
friendly statements (oh what fun we had with them!) and set targets.</div>
<div>During the year they would save key milestone pieces of work that coul=
d be seen by other users in other schools with a commentary and those users=
could give feedback. The feedback was often amazingly informative and help=
ful and sometimes resulted in a dialogue between users. Seldom was it simpl=
y critical and criticism was couched in terms that came across as suggestio=
ns.</div>
<div>At the end of the year the learner would take a telephone viva (hence =
the voice print)answering questions from an automated source based on their=
targets. I seem to remember that Stephen Heppel had the vision of people t=
aking their assessments while doing their paper rounds!</div>
<div>But the thing that struck me most was the depth of reflection on these=
milestones by children who never gave a piece of work they'd done a se=
cond glance one it had been handed in. And not just on their own work.</div=
>
<div>Now that's what I call an eportfolio....<br><br></div>
<div class=3D"gmail_quote">On Tue, Nov 3, 2009 at 4:27 PM, Ray Tolley <span=
dir=3D"ltr"><<a href=3D"mailto:rjt@maximise-ict.co.uk">rjt@maximise-ict=
.co.uk</a>></span> wrote:<br>
<blockquote class=3D"gmail_quote" style=3D"PADDING-LEFT: 1ex; MARGIN: 0px 0=
px 0px 0.8ex; BORDER-LEFT: #ccc 1px solid">
<div lang=3D"EN-GB" vlink=3D"purple" link=3D"blue" bgcolor=3D"white">
<div>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">@ Pe=
te and Andrew, </span></p>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">=A0<=
/span></p>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">Two =
answers in one:</span></p>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">=A0<=
/span></p>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">Pete=
asked: </span>You advocate a whole person approach. =A0Is that approach ri=
ght for everyone?</p>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">=A0Y=
es, certainly in schools we need to see the broader picture of each student=
, ie learning is categorically NOT 9-4.=A0 And again in one subject a child=
might flourish and yet in another not much gets done =96 we need to be abl=
e to see what motivates throughout all 10 Multiple Intelligences.=A0 As the=
student matures they will then decide which =91bits=92 of their makeup tha=
t they wish to emphasise.=A0 I use the example of applying for a job (we=92=
ve all done it!)=A0 I might apply for one job and wish to provide evidence =
of my HR management skills.=A0 Concurrently I might fancy a post as an ICT =
technician and yet also for another post as an environmentalist.=A0 The poi=
nt is, from my one e-Portfolio I can use both common and different artefact=
s to support presentations to different audiences.</span></p>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">=A0<=
/span></p>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">Andr=
ew stated: </span>Rather than having one eportfolio, a student or a child=
=A0=A0may find themselves creating a variety of eportfolios for different p=
urposes. I don't see any problem with this.<span style=3D"FONT-SIZE: 11=
pt; COLOR: #1f497d"></span></p>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">Hum,=
I do. (see link: <a href=3D"http://efoliointheuk.blogspot.com/2009/10/how-=
many-different-e-portfolios.html" target=3D"_blank">http://efoliointheuk.bl=
ogspot.com/2009/10/how-many-different-e-portfolios.html</a> =A0)=A0 Why hav=
e separate e-Portfolios for different purposes when the one e-Portfolio can=
present different =91views=92 to different audiences? =96 and re-purposing=
artefacts for more than on audience.=A0 Why not allow teachers of one subj=
ect to be allowed to see how the child gets on in other subjects or at home=
or when involved in extra-curricular activities?=A0 Secondly, Why store th=
e same artefacts in multiple places?=A0 This is the problem I have with =91=
cloud computing=92=A0 - my digital ID scattered around the universe for all=
to see and not always able to be withdrawn.=A0 Certainly, as far as childr=
en are concerned and the less-able, =A0I am concerned to ensure that the e-=
Portfolio system used is child- and teacher-friendly, takes a minimal time =
to establish and is maintained securely for permitted audiences and causes =
no additional work for school technicians.</span></p>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">=A0<=
/span></p>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">See =
these links for further reading on:</span></p>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">Feed=
back:=A0 <a href=3D"http://efoliointheuk.blogspot.com/2009/09/what-is-feedb=
ack.html" target=3D"_blank">http://efoliointheuk.blogspot.com/2009/09/what-=
is-feedback.html</a></span></p>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">Refl=
ection:=A0 <a href=3D"http://efoliointheuk.blogspot.com/2009/07/what-is-ref=
lection.html" target=3D"_blank">http://efoliointheuk.blogspot.com/2009/07/w=
hat-is-reflection.html</a></span></p>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">Form=
ative Assessment:=A0=A0 <a href=3D"http://efoliointheuk.blogspot.com/search=
/label/Formative%20Assessment" target=3D"_blank">http://efoliointheuk.blogs=
pot.com/search/label/Formative%20Assessment</a></span></p>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">How =
e-Portfolios can be used:=A0 </span><span style=3D"FONT-SIZE: 11pt; COLOR: =
#1f497d"><a href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm" target=3D"=
_blank"><span style=3D"FONT-SIZE: 10pt">http://www.maximise-ict.co.uk/eFoli=
o-01.htm</span></a></span><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d"><=
/span></p>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">=A0<=
/span></p>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">Thes=
e and many more e-Portfolio related subjects can be found through my tags l=
ist</span></p>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">=A0<=
/span></p>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">Best=
Wishes,</span></p>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">=A0<=
/span></p>
<div>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 10pt; COLOR: #1f497d">Ray =
Tolley=A0 FEIDCT, NAACE Fellow, MBILD<br>ICT Education Consultant<br>Maximi=
se ICT Ltd<br>P:=A0 </span><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">=
<a href=3D"http://raytolley.v2efolioworld.mnscu.edu/" target=3D"_blank"><sp=
an style=3D"FONT-SIZE: 10pt">http://raytolley.v2efolioworld.mnscu.edu/</spa=
n></a></span><span style=3D"FONT-SIZE: 10pt; COLOR: #1f497d"></span></p>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 10pt; COLOR: #1f497d">B:=
=A0 </span><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d"><a href=3D"http:=
//www.efoliointheuk.blogspot.com/" target=3D"_blank"><span style=3D"FONT-SI=
ZE: 10pt">http://www.efoliointheuk.blogspot.com/</span></a></span><span sty=
le=3D"FONT-SIZE: 10pt; COLOR: #1f497d"><br>
W:=A0 </span><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d"><a href=3D"htt=
p://www.maximise-ict.co.uk/eFolio-01.htm" target=3D"_blank"><span style=3D"=
FONT-SIZE: 10pt">http://www.maximise-ict.co.uk/eFolio-01.htm</span></a></sp=
an><span style=3D"FONT-SIZE: 10pt; COLOR: #1f497d"><br>
</span><span style=3D"FONT-SIZE: 10pt; COLOR: #c00000">Winner of the IMS &#=
39;Leadership Regional Award 2009'</span><span style=3D"FONT-SIZE: 11pt=
; COLOR: #1f497d"></span></p></div>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">=A0<=
/span></p>
<div>
<div style=3D"BORDER-RIGHT: medium none; PADDING-RIGHT: 0cm; BORDER-TOP: #b=
5c4df 1pt solid; PADDING-LEFT: 0cm; PADDING-BOTTOM: 0cm; BORDER-LEFT: mediu=
m none; PADDING-TOP: 3pt; BORDER-BOTTOM: medium none">
<p class=3D"MsoNormal"><b><span lang=3D"EN-US" style=3D"FONT-SIZE: 10pt">Fr=
om:</span></b><span lang=3D"EN-US" style=3D"FONT-SIZE: 10pt"> Peter Yeomans=
[mailto:<a href=3D"mailto:peteyeomans@hotmail.com" target=3D"_blank">petey=
eomans@hotmail.com</a>] <br>
<b>Sent:</b> 03 November 2009 14:24<br><b>To:</b> Ray Tolley<br><b>Subject:=
</b> Re: [Advisory] How do e-portfolios benefit the learning process?</span=
></p></div></div>
<p class=3D"MsoNormal">=A0</p>
<div>
<p class=3D"MsoNormal">Hi Ray . =A0</p></div>
<div>
<p class=3D"MsoNormal">=A0</p></div>
<div>
<p class=3D"MsoNormal">I can see the sense in what you say , =A0if all peop=
le operated in the same way. =A0You advocate a whole person approach. =A0Is=
that approach right for everyone?</p></div>
<div>
<p class=3D"MsoNormal">=A0</p></div>
<div>
<p class=3D"MsoNormal">Pete<br><br>Sent from my iPhone</p></div>
<div>
<p class=3D"MsoNormal" style=3D"MARGIN-BOTTOM: 12pt"><br>On 3 Nov 2009, at =
13:14, "Ray Tolley" <<a href=3D"mailto:rjt@maximise-ict.co.uk"=
target=3D"_blank">rjt@maximise-ict.co.uk</a>> wrote:</p></div>
<blockquote style=3D"MARGIN-TOP: 5pt; MARGIN-BOTTOM: 5pt">
<div>
<div>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">Hi, =
Pete,</span></p>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">=A0<=
/span></p>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">Rath=
er than overload the NAACE forum, here is another response I sent recently =
to another organisation:</span></p>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">=A0<=
/span></p>
<p><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">1.</span><span style=3D"=
FONT-SIZE: 7pt; COLOR: #1f497d">=A0=A0=A0=A0=A0=A0 </span><span style=3D"FO=
NT-SIZE: 11pt; COLOR: #1f497d">An e-Portfolio lends itself admirably to bot=
h blended and distance learning.=A0 After all, as tutors and assessors we n=
eed to understand =91the whole person=92.</span></p>
<p><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">2.</span><span style=3D"=
FONT-SIZE: 7pt; COLOR: #1f497d">=A0=A0=A0=A0=A0=A0 </span><span style=3D"FO=
NT-SIZE: 11pt; COLOR: #1f497d">If the e-Portfolio is learner-owned there wi=
ll be an added sense of identity and thus pride of ownership.</span></p>
<p><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">3.</span><span style=3D"=
FONT-SIZE: 7pt; COLOR: #1f497d">=A0=A0=A0=A0=A0=A0 </span><span style=3D"FO=
NT-SIZE: 11pt; COLOR: #1f497d">And thus every e-Portfolio will be different=
.=A0 It will showcase the interests and extra-curricula activities of each =
individual.=A0 It will indicate particular aspects of one=92s personal life=
eg responsibilities such as caring for siblings, children, the elderly etc=
.=A0 Where the learner thinks that things are important to back up their cl=
aims references to community support/clubs/activities etc or team-activitie=
s etc.</span></p>
<p><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">4.</span><span style=3D"=
FONT-SIZE: 7pt; COLOR: #1f497d">=A0=A0=A0=A0=A0=A0 </span><span style=3D"FO=
NT-SIZE: 11pt; COLOR: #1f497d">Rather than just a collection of paper docum=
ents, an e-Portfolio is particularly useful for presenting any form of rich=
media.=A0 Any experienced tutor will see behind the face-value of any such=
presentations and see more of the real or =91hidden=92 attitude or the lea=
rner.</span></p>
<p><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">5.</span><span style=3D"=
FONT-SIZE: 7pt; COLOR: #1f497d">=A0=A0=A0=A0=A0=A0 </span><span style=3D"FO=
NT-SIZE: 11pt; COLOR: #1f497d">When I refer to the silo mentality of the HE=
culture I am conscious that both undergraduates and those following post-g=
rad research are intelligent and more able scholars who do not need to be p=
rotected by e-safety policies etc.=A0 These students during their 3-5 years=
of study represent only a very small proportion of all learners over their=
lifetimes and do not consider the wider applications of e-Portfolios when =
they have the ability to use a wide range of Web2.0 tools. Thus tools for c=
ollaboration, polls, surveys and questionnaires etc are easily managed by s=
uch able people whereas for many less-able students the provision of such t=
ools within an e-Portfolio is more desirable.</span></p>
<p><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">6.</span><span style=3D"=
FONT-SIZE: 7pt; COLOR: #1f497d">=A0=A0=A0=A0=A0=A0 </span><span style=3D"FO=
NT-SIZE: 11pt; COLOR: #1f497d">The e-Portfolios designed by top-level GCSE =
students, on the other hand, do not contain the higher level import/export =
facilities of IMS or LEAP2 and thus are not true e-Portfolios.</span></p>
<p><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">7.</span><span style=3D"=
FONT-SIZE: 7pt; COLOR: #1f497d">=A0=A0=A0=A0=A0=A0 </span><span style=3D"FO=
NT-SIZE: 11pt; COLOR: #1f497d">Although the examples in #5, #6 might meet a=
n immediate need, they are not Lifelong nor Lifewide.=A0 They are not desig=
ned to be used by all sorts and conditions of people.=A0 The logic of this =
is that different e-Portfolios would be used for different purposes and lif=
estyles.=A0 Inevitably this would lead to students having to repopulate a n=
ew e-Portfolio when joining a new institution.</span></p>
<p><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">8.</span><span style=3D"=
FONT-SIZE: 7pt; COLOR: #1f497d">=A0=A0=A0=A0=A0=A0 </span><span style=3D"FO=
NT-SIZE: 11pt; COLOR: #1f497d">This leads on to one of my principle mantras=
, that of transition.=A0 Any e-Portfolio should be capable of being re-purp=
osed throughout all of one=92s life, from 5-95, or as Dr Helen Barrett says=
, =91From sperm to worm.=92</span></p>
<p><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">9.</span><span style=3D"=
FONT-SIZE: 7pt; COLOR: #1f497d">=A0=A0=A0=A0=A0=A0 </span><span style=3D"FO=
NT-SIZE: 11pt; COLOR: #1f497d">Not only should an e-Portfolio mature with t=
he owner, it should also be capable of representing different =91views=92 o=
f the owner to different audiences, concurrently.=A0 Ie artefacts from a si=
ngle e-Portfolio can be selected an =91reused=92 so as to represent differe=
nt aspects of oneself to different audiences.</span></p>
<p><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">10.</span><span style=3D=
"FONT-SIZE: 7pt; COLOR: #1f497d">=A0=A0 </span><span style=3D"FONT-SIZE: 11=
pt; COLOR: #1f497d">For such a sophisticated system to be equally accessibl=
e for all ages and abilities it requires a level of end-user support and ma=
intenance not available with the more esoteric =91cloud-computing=92 tools.=
</span></p>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">=A0<=
/span></p>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">=A0<=
/span></p>
<div>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 10pt; COLOR: #1f497d">Ray =
Tolley=A0 FEIDCT, NAACE Fellow, MBILD<br>ICT Education Consultant<br>Maximi=
se ICT Ltd<br>P:=A0 </span><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">=
<a href=3D"http://raytolley.v2efolioworld.mnscu.edu/" target=3D"_blank"><sp=
an style=3D"FONT-SIZE: 10pt">http://raytolley.v2efolioworld.mnscu.edu/</spa=
n></a></span></p>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 10pt; COLOR: #1f497d">B:=
=A0 </span><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d"><a href=3D"http:=
//www.efoliointheuk.blogspot.com/" target=3D"_blank"><span style=3D"FONT-SI=
ZE: 10pt">http://www.efoliointheuk.blogspot.com/</span></a></span><span sty=
le=3D"FONT-SIZE: 10pt; COLOR: #1f497d"><br>
W:=A0 </span><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d"><a href=3D"htt=
p://www.maximise-ict.co.uk/eFolio-01.htm" target=3D"_blank"><span style=3D"=
FONT-SIZE: 10pt">http://www.maximise-ict.co.uk/eFolio-01.htm</span></a></sp=
an><span style=3D"FONT-SIZE: 10pt; COLOR: #1f497d"><br>
</span><span style=3D"FONT-SIZE: 10pt; COLOR: #c00000">Winner of the IMS &#=
39;Leadership Regional Award 2009'</span></p></div>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 11pt; COLOR: #1f497d">=A0<=
/span></p>
<div>
<div style=3D"BORDER-RIGHT: medium none; PADDING-RIGHT: 0cm; BORDER-TOP: #b=
5c4df 1pt solid; PADDING-LEFT: 0cm; PADDING-BOTTOM: 0cm; BORDER-LEFT: mediu=
m none; PADDING-TOP: 3pt; BORDER-BOTTOM: medium none">
<p class=3D"MsoNormal"><b><span lang=3D"EN-US" style=3D"FONT-SIZE: 10pt">Fr=
om:</span></b><span lang=3D"EN-US" style=3D"FONT-SIZE: 10pt"> <a href=3D"ma=
ilto:advisory-admin@talk.naace.org" target=3D"_blank">advisory-admin@talk.n=
aace.org</a> [mailto:<a href=3D"mailto:advisory-admin@talk.naace.org" targe=
t=3D"_blank">advisory-admin@talk.naace.org</a>] <b>On Behalf Of </b>Pete Ye=
omans<br>
<b>Sent:</b> 02 November 2009 20:18<br><b>Cc:</b> <a href=3D"mailto:advisor=
y@talk.naace.org" target=3D"_blank">advisory@talk.naace.org</a><br><b>Subje=
ct:</b> [Advisory] How do e-portfolios benefit the learning process?</span>=
</p>
</div></div>
<div>
<div></div>
<div class=3D"h5">
<p class=3D"MsoNormal">=A0</p>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 10pt"><br>This is not an a=
rgumentative piece - I really struggle with the e-portfolio agenda,=A0 why =
is it a good idea to keep one,=A0 someone persuade me please.....<br><br>Pe=
te</span></p>
<div>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 10pt"><img height=3D"2" vs=
pace=3D"9" border=3D"0"><span style=3D"COLOR: #3366cc">Pete Yeomans</span><=
/span></p>
<p class=3D"MsoNormal"><span><span style=3D"FONT-SIZE: 10pt; COLOR: #3366cc=
">32 Millbay Road</span></span></p>
<p class=3D"MsoNormal"><span><span style=3D"FONT-SIZE: 10pt; COLOR: #3366cc=
">Plymouth</span></span></p>
<p class=3D"MsoNormal"><span><span style=3D"FONT-SIZE: 10pt; COLOR: #3366cc=
">PL1 3EG</span></span><span style=3D"FONT-SIZE: 10pt; COLOR: #3366cc"><img=
height=3D"2" vspace=3D"9" border=3D"0"></span></p>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 10pt; COLOR: #3366cc">0788=
5716200</span></p></div>
<p class=3D"MsoNormal" style=3D"MARGIN-BOTTOM: 12pt"><span style=3D"FONT-SI=
ZE: 10pt"><br><br><br><br></span></p>
<div class=3D"MsoNormal" style=3D"TEXT-ALIGN: center" align=3D"center"><spa=
n style=3D"FONT-SIZE: 10pt">
<hr align=3D"center" width=3D"100%" size=3D"2">
</span></div>
<p class=3D"MsoNormal" style=3D"MARGIN-BOTTOM: 12pt"><span style=3D"FONT-SI=
ZE: 10pt">Date: Mon, 2 Nov 2009 19:24:49 +0000<br>Subject: Re: [Advisory] p=
rimary curriculum re development<br>From: <a href=3D"mailto:ianrlynch@googl=
email.com" target=3D"_blank">ianrlynch@googlemail.com</a><br>
To: <a href=3D"mailto:peteyeomans@hotmail.com" target=3D"_blank">peteyeoman=
s@hotmail.com</a><br>CC: <a href=3D"mailto:rjt@maximise-ict.co.uk" target=
=3D"_blank">rjt@maximise-ict.co.uk</a>; <a href=3D"mailto:advisory@talk.naa=
ce.org" target=3D"_blank">advisory@talk.naace.org</a><br>
<br><br><br></span></p>
<div>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 10pt">On Mon, Nov 2, 2009 =
at 6:08 PM, Peter Yeomans <<a href=3D"mailto:peteyeomans@hotmail.com" ta=
rget=3D"_blank">peteyeomans@hotmail.com</a>> wrote:</span></p>
<div>
<div>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 10pt">In support of Ray, =
=A0have a look at the hole in the wall project on <a href=3D"http://ted.com=
/" target=3D"_blank">ted.com</a>. =A0Kids are resourceful, =A0they can teac=
h themselves how to use computers and cameras and all sorts. =A0What they d=
on't =A0need are teachers holding them back!=A0</span></p>
</div>
<div>
<div>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 10pt">=A0</span></p></div>=
</div></div>
<div>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 10pt"><br>Yes kids are res=
ourceful and no doubt many would become literate without specialist English=
lessons. That would depend on home support, having the right teachers, the=
right motivation and the right curriculum though if most kids were not to =
remain semi-literate at best. Take e-portfolios. How much are they being us=
ed across all subjects in all schools? If you look at the skill set require=
d to put together an e-portfolio its Level 2ish in the QCF, that is A*-C le=
vel at GCSE based on the criteria in the Using Collaborative Technologies u=
nit in the ITQ which is based on the national occupational standards (its m=
ore than just operating technologies in isolation just as English is more t=
han spelling and punctuation but we still think it is important to teach th=
ese things). Now who is systematically providing the learning for both chil=
dren and their teachers in order that the government (and EU) aspiration fo=
r all to have an e-portfolio by 2010 actually happens? Putting some framewo=
rks and funding out is easy. Getting mass take up and productive use is muc=
h more difficult. It's rather like having a largely illiterate populati=
on and decreeing everyone will record all their learning in exercise books =
without any English lessons. Let's get all those English teachers out o=
f the way ;-). Anyone want to bet on the likelihood of picking a learner of=
say age 14 at random in a school in say science and finding all their expe=
riments written up on line by 2010 with appropriate sized and resolution gr=
aphics files? At the current rate I'd be willing to bet a fiver on that=
not being the case in most schools in 2015.=A0=A0 I'd look at it the o=
ther way round. Good teaching in En, Ma and IT could deliver 90% of the sub=
ject content in all the other areas because all the knowledge based subject=
content is out there on the internet. I'll take calls to abolish IT le=
ssons seriously when we stop getting reports like the Importance of ICT (OF=
STED 2009), we stop wasting 500 million a go on COL and things like e-porfo=
lios actually get implemented effectively. All the evidence seems to me tha=
t 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 h=
ave anywhere near enough teachers who really are capable so the key thing i=
s to do more to support them and change the styles of learning so that ther=
e is less dependency on specific technical knowledge. This in itself is a t=
all order but probably the only real chance of proviing a proper learning e=
ntitlement to the people that matter.<br>
<br>Ian</span></p></div></div>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 10pt">=A0</span></p>
<div class=3D"MsoNormal" style=3D"TEXT-ALIGN: center" align=3D"center"><spa=
n style=3D"FONT-SIZE: 10pt">
<hr align=3D"center" width=3D"100%" size=3D"2">
</span></div>
<p class=3D"MsoNormal"><span style=3D"FONT-SIZE: 10pt">New Windows 7: Find =
the right PC for you. <a href=3D"http://www.microsoft.com/uk/windows/buy/" =
target=3D"_blank">Learn more.</a></span></p></div></div></div></div></block=
quote>
</div></div></blockquote></div><br><br clear=3D"all"><br>-- <br>Rob Ellis<b=
r><br>E: <a href=3D"mailto:icttalk@gmail.com">icttalk@gmail.com</a><br>W: <=
a href=3D"http://www.icttalk.co.uk">http://www.icttalk.co.uk</a><br>T: 0198=
3 567900<br>
M: 07834 185801<br>
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