[Secondary], [Advisory] How do e-portfolios benefit the
learning process?
P.R.Bradshaw
P.R.Bradshaw@open.ac.uk
Fri, 6 Nov 2009 13:52:57 +0000
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Albin
My research anecdotally/tangentially suggests the same (although it is not =
my focus).
Can you point me at the research you refer to?
Thanks
Pete
Pete Bradshaw
Dept of Education | The Open University
Walton Hall | Milton Keynes | MK7 6AA
01908 655149 | 07833 344178
Vital CPD for teachers: http://www.vital.ac.uk
From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] =
On Behalf Of Albin Wallace
Sent: 06 November 2009 10:19
To: advisory@talk.naace.org; secondary@talk.naace.org
Subject: RE: [Secondary] RE: [Advisory] How do e-portfolios benefit the lea=
rning process?
There is some evidence from recent research that children (whether we like =
it or not) are ignoring commercial products for creating e-portfolios and a=
re using facilities that are more readily and freely available (google docs=
etc). It is also being shown that they move their data easily from platfor=
m to platform. I suspect that they have left behind some of our quaint idea=
s. It is also suggested however, that the work that needs to be done is wit=
h issues relating to plagiarism, ownership, attribution, knowledge producti=
on etc.
Albin
Dr. Albin Wallace
Group Director of ICT and e-Learning
United Church Schools Trust/United Learning Trust
www.ucst.org.uk/www.ult.org.uk
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From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] =
On Behalf Of Ray Tolley
Sent: 06 November 2009 10:04
To: advisory@talk.naace.org; secondary@talk.naace.org
Subject: RE: [Secondary] RE: [Advisory] How do e-portfolios benefit the lea=
rning process?
Ian wrote:
Because the real world simply doesn't work like that. Most of the early ado=
pters of social networking sites (and e-portfolios are just a particular sp=
ecialist example of this type of content) have numerous accounts on differe=
nt applications.
By that argument should we still be using separate and incompatible applica=
tions? We should still be following the advice of the =91early adopters=92=
and using BBC =91B=92s, Betamax and Multiplan. No, we have moved on =96 w=
e currently have good applications that perform in a multitude of ways and =
over a wide variety of operating systems and devices: a wordprocessor that =
has interactive spreadsheet functions, hyperlinks from the Contents list, e=
mbedded video or MP3 links, the ability to export this note as a .pdf file =
or send this wordprocessed document as an e-mail or to read on my iPhone. =
And that is how I see the e-Portfolio being used. Yes we might still use a=
range of specialist tools as =91add-ons=92 but the resultant artefacts can=
be stored in one logical place.
There is, of course, another danger, that of thinking of an e-Portfolio as =
a brand of social networking. Many of the American institutions in particu=
lar and HE in this country seem to have this same myopic view of the e-Port=
folio and use open blogs or wikis as their so-called =91e-Portfolio=92. No=
! Even before we start thinking about social networking, the e-Portfolio i=
s primarily a tool for Learning, for self organisation and representation, =
for reflection, for planning, for formative assessment by mentors and prese=
ntation to a selected and controlled audience.
But my real complaint is about the defence for the status quo, =91have nume=
rous accounts on different applications.=92 Why be overruled by outmoded =
technologies? I ask. Why not contain all of one=92s assets in one place wh=
ere they can be more easily managed, where they can be uploaded, modified o=
r withdrawn without the risk of outdated artefacts being left forgotten in =
the ether?
However, actually, I agree with Ian=92s conclusion: It=92s all about learni=
ng not administration, procurement frameworks and other bureaucratic system=
s. Until teachers have the freedom to teach, to explore and develop their =
own teaching styles and to innovate, I doubt that we will ever be able to m=
otivate and inspire our youngsters as we would wish.
BW
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: Ian Lynch [mailto:ianrlynch@googlemail.com]
Sent: 04 November 2009 15:37
To: Ray Tolley
Cc: advisory@talk.naace.org; secondary@talk.naace.org
Subject: Re: [Secondary] RE: [Advisory] How do e-portfolios benefit the lea=
rning process?
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-di=
fferent-e-portfolios.html ) Why have separate e-Portfolios for different =
purposes when the one e-Portfolio can present different =91views=92 to diff=
erent audiences?
Because the real world simply doesn't work like that. Most of the early ado=
pters of social networking sites (and e-portfolios are just a particular sp=
ecialist example of this type of content) have numerous accounts on differe=
nt applications. I think we can get too hung up on the term e-portfolio li=
ke with IWBs. What we are talking about is a flexible use of on-line inform=
ation through which learning can take place and for which the user can crea=
te a subset of their activities to display to interested parties. To do tha=
t a savvy person could use generic tools freely available on the web now. T=
he deficiency is not in web tools and technologies, its deficiency in the s=
kills to use what is there and the experience to work in a different way. I=
ts all about learning not administration, procurement frameworks and other =
bureaucratic systems. Until that is grasped I don't hold out much hope and =
there is no quick fix. It requires people to have the motivation to change =
the way they work. It will happen eventually, the question is to what exten=
t it can be sped up? Unfortunately, a lot of the money aimed at trying to d=
o that seems to be actually doing the reverse.
Ian
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