ePortfolios and information literacy

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Information about ePortfolios and information literacy
Education

Published on June 29, 2009

Author: pru_mitchell

Source: slideshare.net

Description

What has sparked this interest in ePortfolios and school libraries? Partly the introduction of a Personal Learning Plan for South Australian senior secondary students, combined with increasing discussion on ePortfolios in Australia and worldwide, and the ongoing debate about 21st century information literacy.

ePortfolios Information literacy & Web 2.0 Pru Mitchell Senior Education Officer

About me my writing my work my profession my ePortfolio my connections my interests my learning my CV

Why ePortfolios & Info Literacy? introduction of a Personal Learning Plan for South Australian senior secondary students increasing discussion on ePortfolios in Australia and worldwide debate about 21 st century/Web 2.0 information literacy

introduction of a Personal Learning Plan for South Australian senior secondary students

increasing discussion on ePortfolios in Australia and worldwide

debate about 21 st century/Web 2.0 information literacy

SA Personal Learning Plan students learn how to “ develop, implement, review and adjust personal learning goals and choices to prepare for their education and their future career and life pathways” SACE Personal Learning Plan

students learn how to

“ develop, implement, review and adjust personal learning goals and choices to prepare for their education and their future career and life pathways”



SACE Personal Learning Plan

Capabilities SACE Personal Learning Plan Subject Summary work personal development learning communication citizenship

Stage 2 Research project students undertake a detailed self-directed study in an area of interest identify, develop, reflect on, and evaluate capabilities communicate findings, new ideas, and new insights take responsibility for providing evidence of their learning and ensure that the teacher verifies it Research Project Subject Summary

students undertake a detailed self-directed study in an area of interest

identify, develop, reflect on, and evaluate capabilities

communicate findings, new ideas, and new insights

take responsibility for providing evidence of their learning and ensure that the teacher verifies it

Challenges for learners for teachers for timetablers for moderators for teacher librarians Remarkable Rocks

for learners

for teachers

for timetablers

for moderators

for teacher librarians

A case for ePortfolios? ?

What is an ePortfolio? An electronic portfolio is a bank of files or a repository of digital evidence selected by students to demonstrate their learning and to monitor their learning progress VELS Glossary

An electronic portfolio is a bank of files or a repository of digital evidence selected by students to demonstrate their learning and to monitor their learning progress VELS Glossary

Assessment Image © State of Victoria (Department of Education and Early Childhood Development) www.education.vic.gov.au/studentlearning/assessment/preptoyear10/assessadvice/

Assessment AS learning students in the centre of learning process develop metacognitive practice understand the purposes of their work generate personal learning goals that link to standards actively reflect on their progress take part in self and peer assessment Satchwell & Grift

students in the centre of learning process

develop metacognitive practice

understand the purposes of their work

generate personal learning goals that link to standards

actively reflect on their progress

take part in self and peer assessment

Satchwell & Grift

ePortfolio guru: Dr Helen Barrett electronicportfolios.org

electronicportfolios.org

Reflection We don’t learn from experience; we learn from reflecting on experience (attrib. John Dewey)

We don’t learn from experience; we learn from reflecting on experience (attrib. John Dewey)

Process or product? the portfolio as process (collection, selection, reflection, direction, presentation) the portfolio as product (the notebook, the website, the CD-ROM or the DVD and the technological tools used to create the portfolio-as-product ) Helen Barrett , 2008

the portfolio as process (collection, selection, reflection, direction, presentation)

the portfolio as product (the notebook, the website, the CD-ROM or the DVD and the technological tools used to create the portfolio-as-product )

Helen Barrett , 2008

What do ePortfolios look like? Jess the Year 9 uses a wiki Robert the academic has a great blog Concetta the consultant lives in a social network Julian the Moodleman plugs into Moodle New Zealand manages Mahara

Jess the Year 9 uses a wiki

Robert the academic has a great blog

Concetta the consultant lives in a social network

Julian the Moodleman plugs into Moodle

New Zealand manages Mahara

Jess @ jesseportfolio.wikispaces.com

Robert @ elgg eduspaces.net/drrf

Concetta @ m e.edu.au/p/cgotlieb

ePortfolios in Moodle

mahara Free trial spaces www.edna.tv/mahara www.foliospaces.com

Why ePortfolios? increase learning effectiveness improve information technology skills enable accreditation beyond the classroom environment enable connections among formal and informal learning experience enable an archive of one’s artefacts and reflections enable the efficient management of students’ work increase transparency

increase learning effectiveness

improve information technology skills

enable accreditation beyond the classroom environment

enable connections among formal and informal learning experience

enable an archive of one’s artefacts and reflections

enable the efficient management of students’ work

increase transparency

Benefits of digital easier to maintain, edit and update more likely to be reviewed more readily include graphics, rich media content, audio, animation and video more flexible, accessible, portable, shareable easier to search for and retrieve records manipulate, tag, refine and reorganise assets not restricted to a linear, hierarchical or chronological structure

easier to maintain, edit and update

more likely to be reviewed

more readily include graphics, rich media content, audio, animation and video

more flexible, accessible, portable, shareable

easier to search for and retrieve records

manipulate, tag, refine and reorganise assets

not restricted to a linear, hierarchical or chronological structure

Challenges finding the most convenient and time-effective way to create classroom e-portfolios teaching students how to properly create and use e-portfolios selecting, editing, and publishing e-portfolios demands student and teacher time dealing with file types: does everything have to be digital, or is it enough to reference paper-based evidence and artefacts?

finding the most convenient and time-effective way to create classroom e-portfolios

teaching students how to properly create and use e-portfolios

selecting, editing, and publishing e-portfolios demands student and teacher time

dealing with file types: does everything have to be digital, or is it enough to reference paper-based evidence and artefacts?

Challenges (cont’d) storing ePortfolios requires server or online space transferring e-portfolios between grades or schools protecting the identity of students when publishing e-portfolios ensuring that e-portfolios are not tampered with after publishing

storing ePortfolios requires server or online space

transferring e-portfolios between grades or schools

protecting the identity of students when publishing e-portfolios

ensuring that e-portfolios are not tampered with after publishing

Who’s in control? personal control of learning history rather than institutions controlling learner history George Siemens

personal control of learning history rather than institutions controlling learner history

George Siemens

Information literacy implications collecting reflecting tagging linking selecting presenting Born digital? Web 2.0? media rich?

collecting

reflecting

tagging

linking

selecting

presenting

Managing a collection collecting reflecting tagging linking selecting presenting Collection policy Cataloguing Selection criteria

collecting

reflecting

tagging

linking

selecting

presenting

Getting your hands dirty

Stages of ePortfolio maturity scrapbook CV curriculum collaboration between student and faculty mentoring leading to mastery authentic evidence as authoritative evidence for assessment, evaluation and reporting Love, McKean & Gathercoal 2004

scrapbook

CV

curriculum collaboration between student and faculty

mentoring leading to mastery

authentic evidence as authoritative evidence for assessment, evaluation and reporting

Love, McKean & Gathercoal 2004

Staying informed Australian ePortfolio Project Australian Universities Australian Flexible Learning Framework E-Portfolios European Consortium for the ePortfolio Jackie Miers ePortfolio resources Jerry Leeson Tech-Ed collisions blog me.edu.au ePortfolio community

Australian ePortfolio Project Australian Universities

Australian Flexible Learning Framework E-Portfolios

European Consortium for the ePortfolio

Jackie Miers ePortfolio resources

Jerry Leeson Tech-Ed collisions blog

me.edu.au ePortfolio community

Discussion points What information literacy skills are pre-requisites for success in ePortfolio development? Why is learner control of an ePortfolio so important? How would you get started with your own personal or professional ePortfolio?

What information literacy skills are pre-requisites for success in ePortfolio development?

Why is learner control of an ePortfolio so important?

How would you get started with your own personal or professional ePortfolio?

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