Activity 2.1 - applications of eportfolios

http://buckinsand.blogspot.com/2008/10/activity-21-applications-of-eportfolios_02.html

Key readings chosen
Batson, T. (2002) The electronic portfolio boom ..
Batson, T. (2008) ePortfolios: Hot Once Again (not listed)
Jafari, A. (2004) The sticky eportfolio system
Steffani, L. (2005) PDP/CPD and eportfolios: rising to the challenge
Vuorikari, R. (2006) National policies and case studies

Discussion points from
Molley 2, Janet (26, Sep, 2008) re(6): eportfolios and community education) - discussion board
Cheer, Peter C (25, Sep, 2008) Re(4): eportfolios and community education
Nkuyubwatsi, Bernard (27, Sep, 2008) - Re(5): eportfolios and community education,


General topics that emerged from all of the readings
1) advantages of eportfolios are many and the notion is not likely to disappear
2) yet there are significant challenges that need to be addressed if the benefits ascribed to using eportfolios are to be realized

There is consensus amongst the writers that eportfolios are not a passing fancy. Batson argues that they are here to stay because they naturally capitalize on the growing number of students with IT competencies (Batson, 2002) and their growing ability to produce digital work. Jafari (2004) outlines how its benefits are extended to other stakeholders besides students and in ways that were not thought of as possible before. Examples include facilitating career development (soft skill and aptitude review), accreditation (program review) and tenure. A key point is that eportfolios are likely to stay, not because of their technological advantages but because of their pedagogical advantages (Martin).

Eportfolios provide many new opportunities. Batson notes for students, the ability to visualize their learning development or to provide evidence of their actual work to support a transcript. This reflective process and the skills associated with it personalize learning for students, promote a culture of lifelong learning and according to both Vuorikari and Steffani, come to be enthusiastically supported by students "once they understand reflective learning".

Teachers note how eportfolios promote deeper learning from their students. Students can demonstrate their understanding of theory not just with individual assignments but with their practice over time. Such a combination invites new forms of "real assessment" (Vuorikari) based upon reflection on and discussion of what has been learned. Students can share their findings with fellow students to test and construct meaning. Students can also review where they are in a selected learning program and plan accordingly (Janet Molley) thus inviting more personalization of learning programs. As Batson notes (2008) the eportfolio in effect becomes a virtual "learning environment" available almost anytime and anywhere by the increasingly ubiquitous nature of the internet.

However, all four readings also noted the challenges that need to be overcome if these opportunities are to be fully realized. Vuorikari notes the need for eportfolios to be used in a meaningful and purposeful way when made part of the learning process (Vuorikari p. 13). Benefits need to be clearly modeled to students to promote their buyin (Jafari) and to promote their use of reflective practices (Stefani). Standardization of design may also be needed to improve ease of use and interoperability (Jafari) but it needs to be done in balance with promoting flexibility otherwise it risks undermine the reflective aspect (Vuorikari) . Training to realize these benefits also extends beyond just students and faculty. Vuorikari notes how parents too need to be trained to understand how to support eportfolio practice. Stefani's stresses the need for evidence of "action" (after reflection) that supports one's claim to pdp or cpd. In other words, she argues assessment of an eportfolio becomes an important requisite in either case. However teachers have identified that assessment often risked becoming more summative and thus marginalized formative assessment and the skills associated with promoting lifelong learning (Jafari). As Bernard poignantly noted, this same desire to support life long learning through the use of eportfolios requires that the process become habit forming for students. Thus the design, implementation and integration of eportfolios can not be deemed to be a simple task.

Activity 2.1 - Applications of eportfolios

Key readings chosen
Batson, T. (2002) The electronic portfolio boom..
Batson, T. (2008) ePortfolios: Hot Once Again (not listed)
Jafari, A. (2004) The sticky eportfolio system
Steffani, L. (2005) PDP/CPD and eportfolios: rising to the challenge
Vuorikari, R. (2006) National policies and case studies

Discussion points from
Molley 2, Janet (26, Sep, 2008) re(6): eportfolios and community education) - discussion board
Cheer, Peter C (25, Sep, 2008) Re(4): eportfolios and community education
Nkuyubwatsi, Bernard (27, Sep, 2008) - Re(5): eportfolios and community education,


General topics that emerged from all of the readings
1) advantages of eportfolios are many and the notion is not likely to disappear
2) yet there are significant challenges that need to be addressed if the benefits ascribed to using eportfolios are to be realized

There is consensus amongst the writers that eportfolios are not a passing fancy. Batson argues that they are here to stay because they naturally capitalize on the growing number of students with IT competencies (Batson, 2002) and their growing ability to produce digital work. Jafari (2004) outlines how its benefits are extended to other stakeholders besides students and in ways that were not thought of as possible before. Examples include facilitating career development (soft skill and aptitude review), accreditation (program review) and tenure. A key point is that eportfolios are likely to stay, not because of their technological advantages but because of their pedagogical advantages (Cheer).

Eportfolios provide many new opportunities. Batson notes for students, the ability to visualize their learning development or to provide evidence of their actual work to support a transcript. This reflective process and the skills associated with it personalize learning for students, promote a culture of lifelong learning and according to both Vuorikari and Steffani, come to be enthusiastically supported by students "once they understand reflective learning".

Teachers note how eportfolios promote deeper learning from their students. Students can demonstrate their understanding of theory not just with individual assignments but with their practice over time. Such a combination invites new forms of "real assessment" (Vuorikari) based upon reflection on and discussion of what has been learned. Students can share their findings with fellow students to test and construct meaning. Students can also review where they are in a selected learning program and plan accordingly (Janet Molley) thus inviting more personalization of learning programs. As Batson notes (2008) the eportfolio in effect becomes a virtual "learning environment" available almost anytime and anywhere by the increasingly ubiquitous nature of the internet.

However, all four readings also noted the challenges that need to be overcome if these opportunities are to be fully realized. Vuorikari notes the need for eportfolios to be used in a meaningful and purposeful way when made part of the learning process (Vuorikari p. 13). Benefits need to be clearly modeled to students to promote their buyin (Jafari) and to promote their use of reflective practices (Stefani). Standardization of design may also be needed to improve ease of use and interoperability (Jafari) but it needs to be done in balance with promoting flexibility otherwise it risks undermine the reflective aspect (Vuorikari) . Training to realize these benefits also extends beyond just students and faculty. Vuorikari notes how parents too need to be trained to understand how to support eportfolio practice. Stefani's stresses the need for evidence of "action" (after reflection) that supports one's claim to pdp or cpd. In other words, she argues assessment of an eportfolio becomes an important requisite in either case. However teachers have identified that assessment often risked becoming more summative and thus marginalized formative assessment and the skills associated with promoting lifelong learning (Jafari). As Bernard poignantly noted, this same desire to support life long learning through the use of eportfolios requires that the process become habit forming for students. Thus the design, implementation and integration of eportfolios can not be deemed to be a simple task.

Activity 2.1 - applications of eportfolios (notes)

Are eportfolios fulfilling a genuine need or are they just the latest fad?

There are definite benefits for all parties involved.. certainly at the academic level (student, teacher, adminstrator). Eportfolios can be used by all of them to achieve any number of objectives.. but there are a good number of questions that need to be answered to make them meaningful and purposeful (sources - Stefani (2005), Vuorikari (2006) )


Is PDP different for students than for staff?
Originally I thought that they are in many respects similar, perhaps in most cases much less prescriptive for teachers .. whereas students may need much more guidance and direction on how and when to use them.


However, perhaps that guidance depends on the amount of experience someone has had with eportfolios before .. no matter what their age (same structure might be required for teachers who have never been exposed to the process) . So now I'm coming back to concluding that fundamentally I don't see how there can be much different. We still have a process of collecting evidence, reviewing / reflecting on the evidence, to then arrive at some sort of conclusion, review which can then be used to plot something forward. How they are realized might be different because of the level of understanding of the concepts that may be introduced .. especially at the introductory stage.

At such a point, I would anticipate the need for some form of detailed scaffolding for a newbie.. to realize construction / collection of evidence and placement of it into a logical framework (similar to what is happening here in our H808 course now - with the creation of evidence via activities and guidance on where to put them, how to tag them). As time progresses, the level of scaffolding might be less directive and become more coaching in style.

However Stefani's point about the need for some sort of assessment / review to make the eportfolio process meaningful (certainly in the context of CPD) struck me as realistic. If that assessment is to be done on one's own, then one needs to have developed / constructed some sort of rubric to make sense of how to review the collection for meaningful / focussed reflection - the demands of which sound very forboding especially for the uninitiated (i.e. yours truly). Thus it's likely more realistic to think that having some sort of rubric to help with reflection might be as useful for staff / faculty as it would be for students.

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my posting to the bulletin board - Core Activity 2.1

Interesting to see the readings that I studied (Batson, Jafari, Stefani, Vuorikari) putting so much importance on assessment and the need for it to be "meaningful" and "purposeful". As a former teacher and now an IT support specialist, I found my interest peeked when I read about portfolios being used in the context of CPD for teachers.

As Stefani (PDP/CPD and eportfolios, 2005) points out , assessment of CDP for teachers, is as important as assessment of PDP for students. Here some sort of review / assessment is needed to encourage integration of concepts learned through PD activities into one's professional practice. It has been my experience that this is typically not done, evidence being typically unpredictable teacher attendance levels for PD activities as well as a low level of engagement or follow up by teachers, and the absence of any recognition (extrinsic motivation) by management of a teacher's efforts to do so.

Perhaps the only time some sort of PD activity is encouraged is through the annual teacher performance review when we as EFL instructors are required to submit a portfolio. The porfolio being promoted here, echoes almost in entirety, the 5 key aspects of teaching that the Univ or Auckland faculty drew up. These same headings are used to guide some sort of demonstration of one's "teaching effectiveness". My experience is that it did cause me to reflect upon my work of each past year. Interestingly, because of my tech competencies, I was motivated to support my "reflection" by assembling digital evidence or samples of things tried. This became especially useful when that reflection may have been about something more negative (i.e. expected response versus actual response by students to an activity). Over a number of years, I did find this process to be a positive one, however a good number of my colleagues still approached it as yet another bureaucratic exercise.

So I read with a great deal of curosity as to how this form of "detachment" to the exercise by a good many of my colleagues could be turned around to be more positive and engaging. While all four of the articles promoted the "eportfolio cause", they also shed some light on the many obstacles that come in the way of realizing effective use of portfolios (let along eportfolios).

Summary - European Schoolnet - National Policies & Case Studies on the use of Portfolios in teacher training (Vuorikari)

Policies for eportfolio use in teacher training

Finland
- eportfolios for teachers - goal?
to refresh teaching methods
2 prong strategy for teaching teachers

• training given in use of ICT for educational purposes (general education?)
• training also given on content specific issues, prof. applications, learning objects, development of communities (context specific)

Norway
- eportfolios for students - goal?

• for assessment
• for improved school / parent review
• major tool for reform in HE

Italy
- portfolios for students

• for formative assessment

Catalonia
- eportfolios for students - language focus
for assessment .. of lang learning development

• record competencies
• promote management of lang learning on a life long basis

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Policies on Portfolio use
Netherlands
- eports for

• assessment
  
• competency development
• employability
• lifelong learning

UK
- eports for students

• assessment .. with student involvement
• identify key stage development
• personalized tool for learner use

- eports for HE students / workers

• focus on good practices
• pdp

Switzerland
- eports for personal training in ICT related teaching competencies

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Case studies

- 4 types of portfolios

• assessment
• showcase
• development
• reflective

TieVie portfolio structure - schematic of what it looks like



















Students
perceived benefits

• feedback from real users
• improved motivation / fellowship
• improved interaction / sharing of knowledge
• personalizable

perceived negatives

• labour intensive

Teachers
perceived benefits

• same as students +
  
• promotes new learning processes w/ theory & practice integrated better than previously
• increase S metacognitive skills
• personalize activities more
• more parental support
• Ss reflect on their learning goals more
• Ss more autonomous

perceived negatives

• privacy may be an issue
• time demands
• tendency to see summative evaluation take over
• increased work load for both T & S

limitations also noted

• technology - concerns about interoperability / scalability / transferability
• impact of culture on implementation (ie. Italy vs Norway) ...

  the change must be viewed as meaningful .. to justify the commitment to training, review, reflection by both student and teacher

issues

• degree of standardization to use
• use of a new tool = need for new competencies / training (i.e. new ways to work together)
• privacy rights
• access rights
• portability
• parental access (can be negative if no training given to parents)

key themes of the paper

• competencies
• assessment

secondary themes

• personal development
• self reflection