Activity 2.5 - tools & systems for reflective activity

I've become a real convert to using "blogs" for cataloging my reflections. Much of this I'm pinning down to seeing others modeling this sort of thing for a while now (my list of blogs that I follow are in the right hand column of my H808 - my notes blog). This to my way of thinking (or reflecting?) is the way to go. I really like the ease at which I can add notes, edit the notes, invite comments on those notes, go back to reviewing them .. tagging them.. even commenting on my own notes .. to see my development of ideas and thoughts over time. This process is a continual one - a "reflective continuum". One recent discovery is how I can set up my email to type up a note as if it was a "blog" entry, send it and by doing so, have it immediately posted to the blog. No need to go to the blog and enter it.

As to creating multiple blogs (HLC) - .. I haven't thought to do that .. but wonder if I might get confused. Perhaps if the audience I'm looking to talk to expects a fairly predictable register I might think to do that . A register that is more formal than the one that might come out of the immediate response and informal manner of a "stream of consciousness" blog.. though I then have to wonder about the "integrity / authenticity" of that. However, its apparent to me that to have one blog , the tags and archiving features both become critical to sorting or finding things later one.

Another support resource that I'm finding really useful and would like to share, is "post its" or "turbo notes" (http://turbonote.com - there are slew of them). These are little virtual "stickems" or "epost-its". Their attraction is their immediacy. I can realize one in a "click" when I find myself reacting to something I've read or thought of, jotting down my reaction... and then reflecting on it. The immediacy is the critical thing.. and I can also keep the article that I'm reflecting on up on the screen at the same time. The notes themselves can also be collated, searched and sorted so I can quickly collect and collate them.

Julie mentioned the idea of using video or audio for recording reflections. Hmm... not sure where I stand on that. How easy is it to use? I can't help but think it would take a while for me to get over the "performance" nature of recording .. to make the reflections truly authentic .. and the added value of getting intonation or visual cues seems pretty small compared to the hassles of transferring, cataloguing etc. (though with YouTube I've only discovered recently just how easy it is to tag even videos - amazing).

Summary - Activity-reflection e-portfolios (Richards)

Resource
Activity-reflection eportfolios - An approach to the problem of effectively integrating ICTs in teaching and learning, Richards (2005)

Very interesting read.
Richards presents the idea of using eportfolios not as a simple repository for artefacts but as a means to realizing an activity reflection cycle with students. A cycling and recycling between activity and reflection on the process of completing a project, course or activity. More specifically a activity reflection cycle that causes the student to examine perhaps the various hurdles faced, identified and overcome in completing a project, or solving a problem. Very similar to Kolb's experiential loop or spiral, Schon's "reflection on action" but grounded in a context for application and organized / guided to a certain degree in practice (i.e. via questions or format)

The idea being that the learner may discover theory, procedures, or content not simply through reading but through a need to apply these to realize a meaningful project / purpose and then reflect on it. The depth of their understanding is challenged by this need to apply it to the problem. Note that reflections on the task and subtask is encouraged not just at the project's completion or even at the end of key stages of the project but before starting a task and while completing a task.

These can be realized via guided focus questions. Possible questions might encourage focusing on how they might solve or have ended up solving a problem, identifying the skills they had to learn to overcome a problem, or comparing their final work with exemplary examples.

Evidence of good reflection in the eyes of Richards?.

• responses with higher order learning / thinking / knowledge construction
• responses that related to practical experience or application of theory
• responses that were supported by references and/or well informed arguments

Example of a simple eportfolio framework?
A template with headings. Each heading with subheadings .. The student is asked to produce artefacts that support the needs described alongside or in the subheadings and are then stored and hyperlinked to these subheadings. Then the student needs to support the work with an overall review of the portfolio with a focus on reflections about

• key stages of development / learning
• their artefacts of learning

.. but the process doesn't end there. Final reflections are then posted for sharing with others which invites more opportunities for collective learning and creation of a learning community. From my perspective, this also invites the possible identification of "good practices" and debate about most effective "learning / problem solving strategies"

Activity 2.1. - reflection on Karen's Post

Books
Moon (2001)
Lister (2007)

Karen's note about relating this to professional practice got me to thinking about my own context. After reading Moon (2001) and then Lister (2007) I think that I've been encouraging reflection from my learners in the IT training that I give. I've recently put together a post workshop.. skills checklist. This checklist is given to my visitors (and those who are "no shows") a day or two after the presentation.. As simple as it sounds, I'm asking people if they can answer a series of "I can" statements .. yes no or unsure .. without anyone being present. I realize now that I'm expecting this to be a reflective exercise where they then can decide on their next move.. and to guide the next move back to us for follow up support. thus the reason for adding on the same sheet a set of contact names, numbers and email addresses from our department . But because I've only just started with the idea, I'm not sure if it works.. I'm also now thinking that each of those I can statements could be linked back to "learning objects" as another option for self study.

Activity 2.3. - Reflection & learning

Posting
Karen J.Ogilvie, Reflection - Karen's first thoughts, Sun Sept 28 5:20 pm

Readings
Moon, Jenny (2001)
H808, Assignment guide


My read of the H808 Course Guide and Assignment guide is that the reflective work that we do in the form of "core activities" will become important evidence to support our case for how we have realized "professional" or "personal" development via H808.

The strength of these "core activities" and their reflections will in many ways determine the strength of the work we do later on with the TMAs. I also see how each one of those reflection pieces is really a snap shot of my understanding of a concept at a certain point of time in the course. As we proceed further into the course, I'm anticipating the need to revisit these, to review / edit / revise them based on still more reflection.. I also anticipate discovering how my depth of understanding on certain issues / definitions has changed over time... and that this becomes an important objective of the course.

In theory, the contents and organization of the eportfolio should be a byproduct of these deep reflections. To draw from Schon, I'm also expecting to experience a form of "reflection in action" or "reflection on action" (depending on the "time constraints" I'm under) as we move to realizing an eportfolio. (H808 - Assignment guide - page 3 .. In your reflective commentaries your tutor will be looking for evidences that you have ...."

In reference to Moon, I can already see that reflection is going to occur through the active use of the "reflective continuum". That reflection needs to be academic rather than "common sense" in approach, meaning that we need to strive to put what we read/learn via the material into a clear personal context to improve the depth of understanding of it. The activities that direct us to deeper reflection include summarizing what we've read, integrating it with our personal situations or experiences (i.e. experiences, beliefs, etc.) then testing it with others. I can see myself using the framework developed by Hatton & Smith (Moon) as another means to realizing this depth.

Is the notion that some forms of reflection are better suited to some disciplines relevant to my own subject area or practice?
Yes.. First of I'm conscious of the need to reflect. How it impacts on my own learning. I see it as critical to improving the effectiveness of what I do. It typically takes on some urgency when something doesn't go as planned or was a flop. I then often review assumptions that I made in planning something. It could be about my learners, the context .. but I try to focus on the things that I have control over .. which can be somewhat defeating. I have to remind myself to also examine outside factors that may have contributed to a problem. The biggest problem I encounter with realizing reflection .. is making time to consciously do it and then the issue is to what degree have I done it - or to what depth that I can rely upon it or feel confident about acting upon it.

Choice of other media for reflective activity?
I real find summarizing and writing an ideal reflective activity .. and it's greatly facilitated by word processing. Blogs seem a good place to collect and collate the ideas too, especially for future review and reflection. I already find myself making "comments" to myself.. (which seems a bit odd - sort of like "talking" to yourself asynchronously). I've had experience with podcasting but unless I'd want to review how I said things (i.e. register cues) I can't imagine that it would add much of any value to my reflective process. If anything, I currently see their production and assembly even detracting from realizing meaningful reflection.

Though this last point is being challenged by Karen's note about how medical students she works with are producing video as a reflective activity. Topics include "how well they work with people, how they communicate to ultimately make descisions". How this same video is shared with peers to get feedback on "how well they carried out the task".

I asked ...

Curious? Is this a video that they take of themselves or is it a video that they have arranged be taken of themselves where they do a "voice over" reflective piece on afterwards? What value do you and the students "see" in having the video over writing things down in a journal. Do they not get bogged down with producing it .. or knowing that their peers will "see" them? Do the visual cues (body language) cloud the ability to review the reflection or do they act as sort of a "truth litmus" test for peers to judge and mention in their feedback? Tons of questions here. Sorry.

My Reflections on "Reflection"

For a long time, I've been aware of reflection. It goes back to art school days then reinforced again in "teachers" college when we were taught instructional design meant taking people through the process of critical thinking - view, apply, analyze, synthesize, evaluate (each step denoting a higher order thinking skill).

I interpret reflection to mean .. reviewing my ideas / decisions, identifying the assumptions that I might have made to get there; challenging those assumptions .. to in effect test the theory. I'm also conscious of how I might carry out such an "internal / mental" process and then want to "take it for a test drive" by sharing it with others (friends & colleagues) whose opinions on the topic I respect.

.. a mix of Dewey, Habermas, and Kolb.. ?Not sure where this puts me.. time to reflect.

Summary - PDP work (Moon) - my notes - 1

The reflection continuum?
A 5 step process..

1. noticing - catching one's eye .. consciously or unconsciously
2. making sense of it - getting to know the material .. but only in how it interconnects (within itself)
3. making meaning - getting to understand that the material is "meaningful" .. a holistic view
4. working with meaning - getting to understand how the material relates to other ideas .. relationships with other materials .. which may change
5. tranforming learning - evidence that the new learning has changed / transformed one's understandings of things .. creative / idiosyncratic responses

Steps 1 & 2 are more indicative of surface learning

how do we demonstrate learning through reflection .. using this continuum?
Suggested from my reading that we

• simply realize / demonstrate stages 3 to 5
• represent / summarize our learning (i.e. writing an essay, to explain something in our own way / words)
• upgrade our learning (integrating what we have learned with our understanding of other things - i.e. tutorials, using the discourse of the subject .. integrating ideas)

how do we support reflection in learning?
Look at the characteristics of reflection .. (review what needs to be in place to support these characteristics?)

• reflection slows down activity (students need time to process material and make links with other ideas)
• reflection promotes ownership of the material (need to allow time for students to put it into "student" voice, one's own context)
• reflection encourages metacognition - awareness of one's own cognitive functioning (need to promote student awareness of their learning processes - study skills prog)
• reflection emerges out of unstructured material (need to reflect on material that is not structured, to make sense of it)

So online learning / elearning may potentially support reflection much more so than traditional "classroom" based learning because it arguably supports a student's need

• for quiet and time to process material,
• to summarize material in their own words,
• to put material into a personal context ..
  

However, it should preferably be structured so the learner is not obliged to simply follow it lock step yet it can't be unstructured so the learner is too challenged to realize access to the content s ( i.e. choosing from a variety of reading selections for a unit in H808).

Classroom management issues promote the use of a very structured environment (time / place dependent) . Classroom management issues and physical space / time limitations strongly direct instructional design…and type of learning possible because a teacher often feels pressured to present the material within a pre-set time frame (maybe not enough time for Ss to absorb and contextualize it).

• much less quiet and time to process material,certainly in the classroom
  
• much less time to summarize material in their own words,
• much less time to put material into a personal context ..
• to be aware of their learning style ..

Thus classroom instruction can indirectly support more surface learning from students.

Let me "reflect" on this.

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.

************************************
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).

Reflection - H808 - process / course development

I'm becoming more and more aware of the process of learning taking place in H808.

We started with a review of the concept of professionalism - constructing an understanding of it via online discussion. to test and then come up with a "personal" definition of professionalism.. and then elearning professionalism .. if indeed the concept of "professionalism" can be applied here. This inevitably led to some reflection as to the suitability of its application to me.

We have also been introduced to the concept of eportfolios. Their uses and reasons for their use. Drivers for their application at a policy / macro level. This was followed by an effort to identify the obstacles / issues attached to the topic.. and to explore these in more depth. This has led to a reflection on my understanding of these. Looking for examples of my own direct experience with the portfolio concept as PDP and CPD.. then a review of perhaps why this hasn't taken off. I'm already finding myself reflecting on the reflection .. to identify changes in my understanding, changes in the depth of my understanding of this - the powerful learning potential of pdp that is facilitated through the use of eportfolios.

Summary - PDP / CPD and ePortfolios (Stefani)

Portfolios in general
(basic) - standard folder w/ trigger questions (i.e. ZU - ABP teaching port)
(adv.) - eportfolio - modified / manipulated according to demands of subj. domain

great idea .. but poor execution / poor documented examples that illustrate success of the approach / intended purpose

if PDP is such a good idea why hasn't it succeeded?
There is a lack of examples to demonstrate success .. thus a need to re-examine

• chief purpose of pdp
• why learners do NOT engage in the concept
• support structures / portfolio format

.. to find improvement

if CPD is such a good idea (support for CPD for teachers) why has it been so poorly received?
equally poor uptake/ engagement w/ CPD by teachers
low level of meaningful implementation

.. same problems as PDP .. why is there the same need for review of ...

• chief purpose of CPD
• why learners do NOT engage in the concept
• support structures / porf format

.. to find improvement?

CPD is supported in principle

• need to reflect on / record / journal one's learning
• need to identify activities that support / encourage the indentification of learning needs to enhance practice

problem!

• not clear what activities help realize this
• little idea as to how to validate CPD by just reporting it

need identified!

• need evidence of actions that arose from development (evidence)

***************************
CPD vs PDP
- Ss are recording in a meaningful way (directed to do so)
- Ss get some credit for their work
.. but CPD has almost none of this (little more than a cert of attendance)

issues identified in HE Scotland example
- time requirements
what is the cause?
absence of "real" models
absence of teacher understanding / experience of reflection as a learning activity .. therefore .. difficult to support Ss w/ example

- positive views towards PDP from Ss (once they understood reflection)
but again. .. teachers have little to no direct experience w/ reflection

- need to realize some sort of reward for Ss via assessment
common to have alignment of teaching / learning / assessment so PDP is expected to be included as part of curriculum / thus assessed

• student attitudes towards PDP process - produce reflections for assess / learning
• teacher attitudes towards CPD process - no reward for CPD therefore it does not succeed

- efficiency of task increases w/ use of technology (recording / reflecting on achievements)

******************************
why does Batson think eports are revolutionizing HE?
eport can / makes the focus of learning on the whole person.. personalizes curriculum , invites more active learning from the student, contextualizes the learning for the student

how do we design curriculum to integrate eports?
- this is a major change in assessment
- it requires a major change in the mindset of faculty to manage assessment w/ eportfolios

how about CPD - relevance?
start with the question..
how do we measure teaching excellence?
- by assessing how well students are learning

• good teaching requires professional approach to teaching practice equal to the professional approach taken to do research

reflection

scholarly review

evidence

... by Ss to what they have learned / help them understand what they have learned
.. the same could apply to Ts

teaching portfolio needed to evaluate teaching
but needs

• generic guidelines
• use of technology to make / collect / assemble evidence
• review of PD support / resources so that they support reflection & produce evidence .. to support port development

supports evaluation of portfolio

model presented? Auckland example
generic yet focussed in 5 key areas

• roles, responsibilities, goals (to identify one's expertise in context of teaching)
• teaching evaluations
• contributions to your institution or profession
• activities to improve instruction
• honours or recognition

****************************************
process

list

• teaching goals
• learning activities that arise from teaching goals
• actual student outcomes that arise from learning activities

review / reflect on these three elements
produce a teaching philosophy
check for alignment of all 4 (goals / methods / outcomes / philosophy)

but what does an eportfolio contribute to this?

• more variety in how evidence can be assembled / presented
• improved flexibility / portability of the material
• effective modelling of technological competencies (increasingly in demand)

what does the University offer as result of assessment?

• offering faculty certification "Certificate in Academic Practice"

conclusion from Stefani
- eport / pdp / cpd is still a leap of faith that .....

• enhanced learning
• enhanced levels of attainment

.. .....will be achieved.

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

*********************************
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

**********************************
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

Summary - Extending the Portfolio Model (Greenberg)

portfolios are a means to stimulating discussion, interaction with peers, instructors, experts

digital portfolios present new opportunities made possible by..

• no physical limitations (i.e. physical storage)
  
• digital convergence (where more and more information is conveyed via digital means - cheap, high quality, easy to exchange over great distances ) (digital convergence)
  
• increasing affordability (producing digital artifacts becoming less expensive)
• increasing ease of use (producing / manipulating digital artifacts becoming easier to realize)

thus increasing opportunities for use of eportfolios

***************************

what is an eportfolio?
- not just a folio of digital examples of work but a network application

• allows managing info
• allows organizing info
• allows control over access & communications

the form on an eportfolio?
shaped by when the objects are created AND when the objects are organized

• showcase - after objects are created
• structured - pre defined organization for objects to be created
• learning - organization of objects evolves as objects are created
  

(thus it need not be an iterative process .. definitely more a characteristic of a "learning" eportfolio but not of a showcase eportfolio)

students vs teachers - the same or different in their use of eportfolios?
- Ss require much more guidance, structure and scaffolding to realize effective use of eportfolios
- for adults, the choice in structuring communicates as much as the objects selected (theory of eport)

types of eportfolios

structured eportfolios
meeting a requirement / demonstrating a skill in objects selected for an eport is NOT the SAME as taking a course / completing a quiz .. = new approaches to assessment

• discuss with peers
• get feedback from advisors
• use an online journal to reflect on their progress

Zayed Univ's use of ZULOs - objectives w/ descriptors of what an object should demonstrate communications about objects

• finally submit their report for final review and showcase their accomplishments
• guided mentoring used here to guide and support students through a sequence of experiences to help develop skills students need to demo required competencies.

learning eportfolios

• student creates objects, defines objects ... makes new connections between objects
• eports support communication between peers, teachers, mentors or coaches - ongoing
• documenting these discussions is critical to the learning process..as is the evolution of the work itself
• typically making connections between objects is difficult .. stepping back to see the history of discussions is impossible.. but eportfolios (and web 2.0) applications facilitate this
• encourage ongoing reflection that can help the student better understand the learning processes
• use reflection to document their changing understanding
• because eports can extend beyond the time frame of studies .. most challenging to develop or maintain

opportunity - authentic assessment

• eports may offer better ways to demonstrate skills & competencies
• eports can expose the learning process

opportunity - life long learning

• ongoing eport participation may maintain connections with peers and mentors throughout their prof. careers

How does an eportfolio help the learner identify and manage their learning?

Via
collecting of evidence

• flexibility in how it is organized ... to tag it according to one's own tags .. it may not even be apparent to a learner the importance of these tags at the moment they are selected.
• flexibility as to its type / form.. can take many different forms .. so long as it is digitized..

reviewing the evidence

• the process of reviewing it.. reflects on one's purpose (this could be directed, guided, scaffolded, coached or completely self directed)

organizing the evidence

• the process of organizing it .. reflects on one's theoretical perspective

presenting the evidence

• reflects upon the learner's organization and theory of best ways to demonstrate learning

Sources?

Summary - The Electronic Portfolio Boom - What's it all about? (Batson)

http://www.campustechnology.com/printarticle.aspx?id=39299

why use eportfolios?
- student work today has become mostly digital
- the web is everywhere.. so access to info is everywhere
- online databases permit Ss to manage large volumes of their work


eport capitalises on benefits of ict
- storage
- management of data
- retrieval
- display / presentation
- communicate / share with others

issues
- curriculum integration of eport
- flexibility for long term needs (will current set ups accommodate future needs)
- interoperability (can work done on one eport system be transferred for use on another?)

student benefits of eportfolios?
- realize a resume
- provide evidence of their actual work to be shared with others (potential employers?)
- visualize where they are in their college career (what they have accomplished; what's needed next?)
- review a body of their work over a number of semesters (see continuum)
- facilitate transfer/ articulation w/ other colleges or university
- sustain relationships with alma mater once they have graduated

faculty benefits?
- similar to students; realize a resume
- support tenure and promotion reviews; provide samples of student work to illustrate excellence
-reference letter writing for students .. can be better grounded; based on review of student eport
- better manage, review, reflect & comment on student work (longitudinal monitoring / review is easier to realize)

administrators benefits?
- tracking individual student progress over time
- tracking general student progress in a course over time
- tracking many courses to assess a whole program thus facilitating program review
- better integration of courses .. continuity of student work

benefits are many .. so what's stopping it?
how to implement?
- storage issue - storage of S work in perpetuity; changes in technology
- security - how can we keep personal data secure from end to end . (requires an enterprise solution)
- certification - certify S work? would require closing off to future editing previous student work (by whom? how?)
- support - institutions are prepared to make a long term commitment .. yet vendors cannot commit .. too much current experimentation

places to start?
- observe the work done in English classes.. portfolio work with reflective component inviting students to rewrite papers ... reflect on and revise this work