[Advisory] How do e-portfolios benefit the learning process?
Ray Tolley
rjt@maximise-ict.co.uk
Tue, 3 Nov 2009 17:24:54 -0000
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Yes, Pete, e-Portfolios DO meet the needs of all 10 Multiple =
Intelligences!
=20
When I learn my Greek conjugations I do not need an e-Portfolio =
=E2=80=93 that is cerebral if anything ever was! However, when I find =
difficulty in parsing a text it would be easier to share this exercise =
through my e-Portfolio and get a collaborative solution with feedback =
and annotations from others. But really the inflexion does not come =
over without a video-clip adjoining the text.
=20
So, the learning might be cerebral rather than experiential, you might =
even get a certificate, but the evidence of how and where you use that =
learning is what a prospective employer would want to see. A picture =
might be worth a thousand words, but a video-clip? Wow, that is =
something else!
=20
Ray Tolley FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: <http://raytolley.v2efolioworld.mnscu.edu/> =
http://raytolley.v2efolioworld.mnscu.edu/
B: <http://www.efoliointheuk.blogspot.com/> =
http://www.efoliointheuk.blogspot.com/
W: <http://www.maximise-ict.co.uk/eFolio-01.htm> =
http://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award 2009'
=20
From: Peter Yeomans [mailto:peteyeomans@hotmail.com]=20
Sent: 03 November 2009 17:09
To: Ray Tolley
Cc: <advisory@talk.naace.org>; <secondary@talk.naace.org>
Subject: Re: [Advisory] How do e-portfolios benefit the learning =
process?
=20
Now we are getting to the nub. Eportfolios support the learning of =
those who thrive on a person centred approach, taking jungian =
psychology as one example, only 50% of people are actually wired that =
way, the rest , me included would welcome a less therapeutic approach =
to learning. Can learning be a more cerebral and dispassionate process? =
=20
=20
Pete=20
Sent from my iPhone
On 3 Nov 2009, at 16:27, "Ray Tolley" <rjt@maximise-ict.co.uk> wrote:
@ Pete and Andrew,=20
=20
Two answers in one:
=20
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 =E2=80=93 =
we need to be able to see what motivates throughout all 10 Multiple =
Intelligences. As the student matures they will then decide which =
=E2=80=98bits=E2=80=99 of their makeup that they wish to emphasise. I =
use the example of applying for a job (we=E2=80=99ve 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 technician 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.
=20
Andrew stated: Rather than 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 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 =E2=80=98views=E2=80=99 to =
different audiences? =E2=80=93 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 =E2=80=98cloud =
computing=E2=80=99 - 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 time to establish and is maintained securely for permitted =
audiences and causes no additional work for school technicians.
=20
See these links for further reading on:
Feedback: =
http://efoliointheuk.blogspot.com/2009/09/what-is-feedback.html
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.htm> =
http://www.maximise-ict.co.uk/eFolio-01.htm
=20
These and many more e-Portfolio related subjects can be found through my =
tags list
=20
Best Wishes,
=20
Ray Tolley FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: <http://raytolley.v2efolioworld.mnscu.edu/> =
http://raytolley.v2efolioworld.mnscu.edu/
B: <http://www.efoliointheuk.blogspot.com/> =
http://www.efoliointheuk.blogspot.com/
W: <http://www.maximise-ict.co.uk/eFolio-01.htm> =
http://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award 2009'
=20
From: Peter Yeomans [mailto:peteyeomans@hotmail.com]=20
Sent: 03 November 2009 14:24
To: Ray Tolley
Subject: Re: [Advisory] How do e-portfolios benefit the learning =
process?
=20
Hi Ray . =20
=20
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?
=20
Pete
Sent from my iPhone
On 3 Nov 2009, at 13:14, "Ray Tolley" <rjt@maximise-ict.co.uk> wrote:
Hi, Pete,
=20
Rather than overload the NAACE forum, here is another response I sent =
recently to another organisation:
=20
1. An e-Portfolio lends itself admirably to both blended and =
distance learning. After all, as tutors and assessors we need to =
understand =E2=80=98the whole person=E2=80=99.
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=E2=80=99s personal life eg =
responsibilities such as caring for siblings, children, the elderly etc. =
Where the learner thinks 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 =
presentations and see more of the real or =E2=80=98hidden=E2=80=99 =
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 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 collaboration, polls, surveys and questionnaires =
etc are easily managed by such able people whereas for many less-able =
students the provision of such 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 =
IMS 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=E2=80=99s life, from 5-95, or as Dr Helen Barrett =
says, =E2=80=98From sperm to worm.=E2=80=99
9. Not only should an e-Portfolio mature with the owner, it should =
also be capable of representing different =E2=80=98views=E2=80=99 of the =
owner to different audiences, concurrently. Ie artefacts from a single =
e-Portfolio can be selected an =E2=80=98reused=E2=80=99 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 =
maintenance not available with the more esoteric =
=E2=80=98cloud-computing=E2=80=99 tools.
=20
=20
Ray Tolley FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: <http://raytolley.v2efolioworld.mnscu.edu/> =
http://raytolley.v2efolioworld.mnscu.edu/
B: <http://www.efoliointheuk.blogspot.com/> =
http://www.efoliointheuk.blogspot.com/
W: <http://www.maximise-ict.co.uk/eFolio-01.htm> =
http://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award 2009'
=20
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?
=20
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
<http://graphics.hotmail.com/greypixel.gif> Pete Yeomans
32 Millbay Road
Plymouth
PL1 3EG <http://graphics.hotmail.com/greypixel.gif>=20
07885716200
_____ =20
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.com. Kids are resourceful, they can teach themselves how to use =
computers and cameras and all sorts. What they don't need are teachers =
holding them back!=20
=20
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 most kids were not to remain semi-literate at best. Take =
e-portfolios. How much are they being used across all subjects in all =
schools? If you look at the skill 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 Collaborative 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 government (and EU) =
aspiration for all to have an e-portfolio by 2010 actually happens? =
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 learning in exercise books without any English lessons. Let's get =
all those English teachers out of 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 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 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 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 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 dependency on specific technical knowledge. This in itself =
is a tall order but probably the only real chance of proviing a proper =
learning entitlement to the people that matter.
Ian
=20
_____ =20
New Windows 7: Find the right PC for you. Learn more. =
<http://www.microsoft.com/uk/windows/buy/>=20
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<div class=3DSection1>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Yes, Pete, e-Portfolios DO meet the needs of all 10 =
Multiple
Intelligences!<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>When I learn my Greek conjugations I do not need an =
e-Portfolio =E2=80=93
that is cerebral if anything ever was! =C2=A0However, =C2=A0when I find =
difficulty in parsing
a text it would be easier to share this exercise through my e-Portfolio =
and get
a collaborative solution with feedback and annotations from =
others.=C2=A0 But really
the inflexion does not come over without a video-clip adjoining the =
text.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>So, the learning might be cerebral rather than =
experiential, you
might even get a certificate, =C2=A0but the evidence of how and where =
you use that
learning is what a prospective employer would want to see.=C2=A0 A =
picture might be
worth a thousand words, but a video-clip? Wow, that is something =
else!<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>Ray Tolley FEIDCT, NAACE Fellow, MBILD<br>
ICT Education Consultant<br>
Maximise ICT Ltd<br>
P: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a =
href=3D"http://raytolley.v2efolioworld.mnscu.edu/"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://raytol=
ley.v2efolioworld.mnscu.edu/</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>B: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a href=3D"http://www.efoliointheuk.blogspot.com/"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://www.ef=
oliointheuk.blogspot.com/</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><br>
W: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a =
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://www.ma=
ximise-ict.co.uk/eFolio-01.htm</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><br>
</span><span style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#C00000'>Winner of the IMS 'Leadership Regional Award =
2009'</span><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'><o:p></o:p></span></p>
</div>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<div>
<div style=3D'border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt =
0cm 0cm 0cm'>
<p class=3DMsoNormal><b><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Tahoma","sans-serif"'>From:</span></b><span lang=3DEN-US =
style=3D'font-size:10.0pt;
font-family:"Tahoma","sans-serif"'> Peter Yeomans
[mailto:peteyeomans@hotmail.com] <br>
<b>Sent:</b> 03 November 2009 17:09<br>
<b>To:</b> Ray Tolley<br>
<b>Cc:</b> <advisory@talk.naace.org>; =
<secondary@talk.naace.org><br>
<b>Subject:</b> Re: [Advisory] How do e-portfolios benefit the learning
process?<o:p></o:p></span></p>
</div>
</div>
<p class=3DMsoNormal><o:p> </o:p></p>
<div>
<p class=3DMsoNormal>Now we are getting to the nub. Eportfolios =
support the
learning of those who thrive on a person centred approach, taking =
jungian
psychology as one example, only 50% of people are actually wired =
that
way, the rest , me included would welcome a less therapeutic
approach to learning. Can learning be a more cerebral and =
dispassionate
process? <o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=3DMsoNormal>Pete <br>
<br>
Sent from my iPhone<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'margin-bottom:12.0pt'><br>
On 3 Nov 2009, at 16:27, "Ray Tolley" <<a
href=3D"mailto:rjt@maximise-ict.co.uk">rjt@maximise-ict.co.uk</a>> =
wrote:<o:p></o:p></p>
</div>
<blockquote style=3D'margin-top:5.0pt;margin-bottom:5.0pt'>
<div>
<div>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'>@
Pete and Andrew, </span><o:p></o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'> </span><o:p></o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'>Two
answers in one:</span><o:p></o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'> </span><o:p></o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'>Pete
asked: </span>You advocate a whole person approach. Is that =
approach
right for everyone?<o:p></o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'> 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 =E2=80=93 we need to be =
able to see what
motivates throughout all 10 Multiple Intelligences. As the student
matures they will then decide which =E2=80=98bits=E2=80=99 of their =
makeup that they wish to
emphasise. I use the example of applying for a job (we=E2=80=99ve =
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 =
technician
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.</span><o:p></o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'> </span><o:p></o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'>Andrew
stated: </span>Rather than 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 with this.<o:p></o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'>Hum,
I do. (see link: <a
href=3D"http://efoliointheuk.blogspot.com/2009/10/how-many-different-e-po=
rtfolios.html">http://efoliointheuk.blogspot.com/2009/10/how-many-differe=
nt-e-portfolios.html</a>
) Why have separate e-Portfolios for different purposes when =
the
one e-Portfolio can present different =E2=80=98views=E2=80=99 to =
different audiences? =E2=80=93 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 =E2=80=98cloud computing=E2=80=99 - 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
time to establish and is maintained securely for permitted audiences and =
causes
no additional work for school technicians.</span><o:p></o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'> </span><o:p></o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'>See
these links for further reading on:</span><o:p></o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'>Feedback:
<a =
href=3D"http://efoliointheuk.blogspot.com/2009/09/what-is-feedback.html">=
http://efoliointheuk.blogspot.com/2009/09/what-is-feedback.html</a></span=
><o:p></o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'>Reflection:
<a =
href=3D"http://efoliointheuk.blogspot.com/2009/07/what-is-reflection.html=
">http://efoliointheuk.blogspot.com/2009/07/what-is-reflection.html</a></=
span><o:p></o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'>Formative
Assessment: <a
href=3D"http://efoliointheuk.blogspot.com/search/label/Formative%20Assess=
ment">http://efoliointheuk.blogspot.com/search/label/Formative%20Assessme=
nt</a></span><o:p></o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'>How
e-Portfolios can be used: <a
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"><span =
style=3D'font-size:10.0pt;
font-family:"Arial","sans-serif"'>http://www.maximise-ict.co.uk/eFolio-01=
.htm</span></a></span><o:p></o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'> </span><o:p></o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'>These
and many more e-Portfolio related subjects can be found through my tags =
list</span><o:p></o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'> </span><o:p></o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'>Best
Wishes,</span><o:p></o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'> </span><o:p></o:p></p>
<div>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
>Ray
Tolley FEIDCT, NAACE Fellow, MBILD<br>
ICT Education Consultant<br>
Maximise ICT Ltd<br>
P: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a =
href=3D"http://raytolley.v2efolioworld.mnscu.edu/"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://raytol=
ley.v2efolioworld.mnscu.edu/</span></a></span><o:p></o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
>B:
</span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a href=3D"http://www.efoliointheuk.blogspot.com/"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://www.ef=
oliointheuk.blogspot.com/</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><br>
W: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a =
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://www.ma=
ximise-ict.co.uk/eFolio-01.htm</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><br>
</span><span style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#C00000'>Winner of the IMS 'Leadership Regional Award =
2009'</span><o:p></o:p></p>
</div>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'> </span><o:p></o:p></p>
<div>
<div style=3D'border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt =
0cm 0cm 0cm'>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><b><span
lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:"Tahoma","sans-serif"'>From:</span>=
</b><span
lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:"Tahoma","sans-serif"'> Peter
Yeomans [mailto:peteyeomans@hotmail.com] <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><o:p></o:p></p>
</div>
</div>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p><=
/o:p></p>
<div>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>Hi
Ray . <o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p><=
/o:p></p>
</div>
<div>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>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?<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p><=
/o:p></p>
</div>
<div>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'>Pete<br>
<br>
Sent from my iPhone<o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'><br>
On 3 Nov 2009, at 13:14, "Ray Tolley" <<a
href=3D"mailto:rjt@maximise-ict.co.uk">rjt@maximise-ict.co.uk</a>> =
wrote:<o:p></o:p></p>
</div>
<blockquote style=3D'margin-top:5.0pt;margin-bottom:5.0pt'>
<div>
<div>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'>Hi,
Pete,</span><o:p></o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'> </span><o:p></o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'>Rather
than overload the NAACE forum, here is another response I sent recently =
to
another organisation:</span><o:p></o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'> </span><o:p></o:p></p>
<p class=3DMsoListParagraph style=3D'text-indent:-18.0pt'><span =
style=3D'font-size:
11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>1.</span><span
style=3D'font-size:7.0pt;color:#1F497D'> &nb=
sp; </span><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'>An
e-Portfolio lends itself admirably to both blended and distance =
learning.
After all, as tutors and assessors we need to understand =E2=80=98the =
whole person=E2=80=99.</span><o:p></o:p></p>
<p class=3DMsoListParagraph style=3D'text-indent:-18.0pt'><span =
style=3D'font-size:
11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>2.</span><span
style=3D'font-size:7.0pt;color:#1F497D'> &nb=
sp; </span><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'>If
the e-Portfolio is learner-owned there will be an added sense of =
identity and
thus pride of ownership.</span><o:p></o:p></p>
<p class=3DMsoListParagraph style=3D'text-indent:-18.0pt'><span =
style=3D'font-size:
11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>3.</span><span
style=3D'font-size:7.0pt;color:#1F497D'> &nb=
sp; </span><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'>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=E2=80=99s personal life eg responsibilities =
such as caring
for siblings, children, the elderly etc. Where the learner thinks =
that
things are important to back up their claims references to community
support/clubs/activities etc or team-activities =
etc.</span><o:p></o:p></p>
<p class=3DMsoListParagraph style=3D'text-indent:-18.0pt'><span =
style=3D'font-size:
11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>4.</span><span
style=3D'font-size:7.0pt;color:#1F497D'> &nb=
sp; </span><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'>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 presentations and see more of the =
real or
=E2=80=98hidden=E2=80=99 attitude or the learner.</span><o:p></o:p></p>
<p class=3DMsoListParagraph style=3D'text-indent:-18.0pt'><span =
style=3D'font-size:
11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>5.</span><span
style=3D'font-size:7.0pt;color:#1F497D'> &nb=
sp; </span><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'>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 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 collaboration, polls, surveys and questionnaires etc are =
easily
managed by such able people whereas for many less-able students the =
provision
of such tools within an e-Portfolio is more =
desirable.</span><o:p></o:p></p>
<p class=3DMsoListParagraph style=3D'text-indent:-18.0pt'><span =
style=3D'font-size:
11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>6.</span><span
style=3D'font-size:7.0pt;color:#1F497D'> &nb=
sp; </span><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'>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><o:p></o:p></p>
<p class=3DMsoListParagraph style=3D'text-indent:-18.0pt'><span =
style=3D'font-size:
11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>7.</span><span
style=3D'font-size:7.0pt;color:#1F497D'> &nb=
sp; </span><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'>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.</span><o:p></o:p></p>
<p class=3DMsoListParagraph style=3D'text-indent:-18.0pt'><span =
style=3D'font-size:
11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>8.</span><span
style=3D'font-size:7.0pt;color:#1F497D'> &nb=
sp; </span><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'>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=E2=80=99s =
life, from 5-95,
or as Dr Helen Barrett says, =E2=80=98From sperm to =
worm.=E2=80=99</span><o:p></o:p></p>
<p class=3DMsoListParagraph style=3D'text-indent:-18.0pt'><span =
style=3D'font-size:
11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>9.</span><span
style=3D'font-size:7.0pt;color:#1F497D'> &nb=
sp; </span><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'>Not
only should an e-Portfolio mature with the owner, it should also be =
capable of
representing different =E2=80=98views=E2=80=99 of the owner to different =
audiences,
concurrently. Ie artefacts from a single e-Portfolio can be =
selected an
=E2=80=98reused=E2=80=99 so as to represent different aspects of oneself =
to different audiences.</span><o:p></o:p></p>
<p class=3DMsoListParagraph style=3D'text-indent:-18.0pt'><span =
style=3D'font-size:
11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>10.</span><span
style=3D'font-size:7.0pt;color:#1F497D'> </span><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'>For
such a sophisticated system to be equally accessible for all ages and =
abilities
it requires a level of end-user support and maintenance not available =
with the
more esoteric =E2=80=98cloud-computing=E2=80=99 =
tools.</span><o:p></o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'> </span><o:p></o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'> </span><o:p></o:p></p>
<div>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
>Ray
Tolley FEIDCT, NAACE Fellow, MBILD<br>
ICT Education Consultant<br>
Maximise ICT Ltd<br>
P: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a =
href=3D"http://raytolley.v2efolioworld.mnscu.edu/"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://raytol=
ley.v2efolioworld.mnscu.edu/</span></a></span><o:p></o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
>B:
</span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a href=3D"http://www.efoliointheuk.blogspot.com/"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://www.ef=
oliointheuk.blogspot.com/</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><br>
W: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a =
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://www.ma=
ximise-ict.co.uk/eFolio-01.htm</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><br>
</span><span style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#C00000'>Winner of the IMS 'Leadership Regional Award =
2009'</span><o:p></o:p></p>
</div>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'> </span><o:p></o:p></p>
<div>
<div style=3D'border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt =
0cm 0cm 0cm'>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><b><span
lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:"Tahoma","sans-serif"'>From:</span>=
</b><span
lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:"Tahoma","sans-serif"'> <a
href=3D"mailto:advisory-admin@talk.naace.org">advisory-admin@talk.naace.o=
rg</a> [mailto:advisory-admin@talk.naace.org]
<b>On Behalf Of </b>Pete Yeomans<br>
<b>Sent:</b> 02 November 2009 20:18<br>
<b>Cc:</b> <a =
href=3D"mailto:advisory@talk.naace.org">advisory@talk.naace.org</a><br>
<b>Subject:</b> [Advisory] How do e-portfolios benefit the learning =
process?</span><o:p></o:p></p>
</div>
</div>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p><=
/o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif"'><br>
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.....<br>
<br>
Pete</span><o:p></o:p></p>
<div>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:10.0pt;font-family:"Arial Black","sans-serif"'><img =
border=3D0
height=3D2 id=3D"_x0000_i1049" =
src=3D"http://graphics.hotmail.com/greypixel.gif"
vspace=3D9><span style=3D'color:#3366CC'>Pete =
Yeomans</span></span><o:p></o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
class=3Decapple-style-span><span =
style=3D'font-size:10.0pt;font-family:"Arial Black","sans-serif";
color:#3366CC'>32 Millbay Road</span></span><o:p></o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
class=3Decapple-style-span><span =
style=3D'font-size:10.0pt;font-family:"Arial Black","sans-serif";
color:#3366CC'>Plymouth</span></span><o:p></o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
class=3Decapple-style-span><span =
style=3D'font-size:10.0pt;font-family:"Arial Black","sans-serif";
color:#3366CC'>PL1 3EG</span></span><span =
style=3D'font-size:10.0pt;font-family:
"Arial Black","sans-serif";color:#3366CC'><img border=3D0 height=3D2
id=3D"_x0000_i1050" src=3D"http://graphics.hotmail.com/greypixel.gif" =
vspace=3D9></span><o:p></o:p></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:10.0pt;font-family:"Arial =
Black","sans-serif";color:#3366CC'>07885716200</span><o:p></o:p></p>
</div>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'><span
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif"'><br>
<br>
<br>
<br>
<br>
</span><o:p></o:p></p>
<div class=3DMsoNormal align=3Dcenter style=3D'text-align:center'><span
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif"'>
<hr size=3D2 width=3D"100%" align=3Dcenter>
</span></div>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'><span
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif"'>Date: Mon, =
2 Nov
2009 19:24:49 +0000<br>
Subject: Re: [Advisory] primary curriculum re development<br>
From: <a =
href=3D"mailto:ianrlynch@googlemail.com">ianrlynch@googlemail.com</a><br>=
To: <a =
href=3D"mailto:peteyeomans@hotmail.com">peteyeomans@hotmail.com</a><br>
CC: <a =
href=3D"mailto:rjt@maximise-ict.co.uk">rjt@maximise-ict.co.uk</a>; <a
href=3D"mailto:advisory@talk.naace.org">advisory@talk.naace.org</a><br>
<br>
<br>
<br>
<br>
</span><o:p></o:p></p>
<div>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif"'>On Mon, =
Nov 2, 2009
at 6:08 PM, Peter Yeomans <<a =
href=3D"mailto:peteyeomans@hotmail.com">peteyeomans@hotmail.com</a>>
wrote:</span><o:p></o:p></p>
<div>
<div>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif"'>In support =
of Ray,
have a look at the hole in the wall project on <a =
href=3D"http://ted.com">ted.com</a>.
Kids are resourceful, they can teach themselves how to use
computers and cameras and all sorts. What they don't need =
are teachers
holding them back! </span><o:p></o:p></p>
</div>
<div>
<div>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif"'> </spa=
n><o:p></o:p></p>
</div>
</div>
</div>
<div>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif"'><br>
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 most =
kids
were not to remain semi-literate at best. Take e-portfolios. How much =
are they
being used across all subjects in all schools? If you look at the skill =
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 Collaborative =
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 government (and EU) aspiration for all =
to have
an e-portfolio by 2010 actually happens? 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 learning in exercise books without any English =
lessons.
Let's get all those English teachers out of 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 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 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 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 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 dependency on specific technical knowledge. This in itself =
is a
tall order but probably the only real chance of proviing a proper =
learning
entitlement to the people that matter.<br>
<br>
Ian</span><o:p></o:p></p>
</div>
</div>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif"'> </spa=
n><o:p></o:p></p>
<div class=3DMsoNormal align=3Dcenter style=3D'text-align:center'><span
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif"'>
<hr size=3D2 width=3D"100%" align=3Dcenter>
</span></div>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:10.0pt;font-family:"Verdana","sans-serif"'>New =
Windows 7: Find
the right PC for you. <a =
href=3D"http://www.microsoft.com/uk/windows/buy/"
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</div>
</div>
</blockquote>
</div>
</div>
</blockquote>
</div>
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