The Educational Potential of e-Portfolios - Mahara

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2022 • 201 Pages • 1.06 MB • English
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Summary of The Educational Potential of e-Portfolios - Mahara

The electronic portfolio is a new arrival on the educational scene. E-portfolios are much more portable and versatile than their paper-based counterparts. This flexi- bility has already led to a wide range of educational applications, from development and reflection to assessment and showcasing. These new approaches complement and build on recent developments within e-learning such as the move to social computing, blogs and wikis. However, these opportunities also introduce complexity into any e-portfolio implementation. The Educational Potential of e-Portfolios provides users and implementers with a comprehensive review of the decision-making that underpins effective implementation – from staff development concerns, through to accessibility and usability issues. Drawing on a variety of international examples and identifying useful online resources, the book explores: ● the issues which affect different styles of e-portfolio implementation, from the software options to concerns about curriculum design; ● how e-portfolios can complement and change the design and assessment of courses; ● the pedagogical, operational and ethical concerns that different implementa- tions raise; ● the differences to the paper-based systems in which the e-portfolio is rooted; ● future opportunities and issues arising from the use of e-portfolios. This accessible book presents the reader with a realistic, research-informed view of a complex and developing area of practice. It will be useful as a staff develop- ment and continuing professional development (CPD) resource for teachers and managers in further and higher education and will appeal to both newcomers to teaching and experienced teachers who are developing their practice online. Lorraine Stefani is Director of the Centre for Academic Development at The University of Auckland, New Zealand. Robin Mason is Professor of Educational Technology at the Institute of Educational Technology, The Open University, UK. Chris Pegler is a National Teaching Fellow and lecturer at the Institute of Educational Technology, The Open University, UK. The Educational Potential of e-Portfolios Connecting with E-Learning series Edited by Allison Littlejohn and Chris Pegler E-learning is rapidly becoming a key component of campus-based education as well as a cornerstone of distance learning. However, although e-learning is an increasingly essential skill for effective teaching, it remains challenging for most teachers in higher and further education.There are four major reasons for this: ● Learners increasingly expect effective application of technologies – this can be intimidating to teachers/lecturers who are novices at using these tech- nologies themselves. ● Already under pressure for time, teachers need to understand how to design an appropriate blend of online and offline otherwise their learners may end up working unproductively and unhappily. ● Courses need to be created sustainably, so that learning materials can be easily generated, stored, retrieved and repurposed. ● Teachers/lecturers are understandably uncertain about how to invest their time and effort in a fast moving field. This exciting new series provides relevant guides for both newcomers to teach- ing in higher and further education and experienced teachers/lecturers who are developing their practice online. Featuring practical, accessible advice that draws on recent research and the experience of expert practitioners, each book is structured, accessible and relevant to teachers and lecturers worldwide. Other books in the series include: Preparing for Blended e-Learning Allison Littlejohn and Chris Pegler The Educational Potential of e-Portfolios Supporting personal development and reflective learning Lorraine Stefani, Robin Mason and Chris Pegler Supporting personal development and reflective learning Lorraine Stefani, Robin Mason and Chris Pegler The Educational Potential of e-Portfolios First published 2007 by Routledge 2 Park Square, Milton Park,Abingdon, Oxon OX14 4RN Simultaneously published in the USA and Canada by Routledge 270 Madison Ave, New York, NY 10016 Routledge is an imprint of the Taylor & Francis Group, an informa business © 2007 Lorraine Stefani, Robin Mason and Chris Pegler All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writ- ing from the publishers. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging in Publication Data Stefani, Lorraine, 1953- The educational potential of e-portfolios : supporting personal development and reflective learning / Lorraine Stefani, Robin Mason, and Chris Pegler. p. cm. — (Connecting with e-learning) Includes bibliographical references and index. ISBN 0–415–41214–5 (pbk.) — ISBN 0–415–41213–7 (hardback) 1. Electronic portfolios in education. I. Mason, Robin. II. Pegler, Chris, 1956- III. Title. LB1029.P67S74 2007 379.1’66—dc22 2006036578 ISBN10: 0–415–41213–7 (hbk) ISBN10: 0–415–41214–5 (pbk) ISBN13: 978–0-415–41213–1 (hbk) ISBN13: 978–0-415–41214–8 (pbk) This edition published in the Taylor & Francis e-Library, 2007. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to” ISBN 0-203-96129-3 Master e-book ISBN List of illustrations viii Series editors’foreword ix Acknowledgements xi List of abbreviations xii Introduction 1 1 E-portfolios and e-learning 7 E-portfolios defined 8 Relating to e-learning 10 Institutional engagement 12 E-portfolios as e-learning 13 Standards 14 Software 14 Policy drivers 15 Convergence 16 2 The e-portfolio as a tool for learning 17 Setting the stage for e-portfolio development 19 Linking e-portfolios and reflective lifelong learning 20 Paper-based e-portfolio prototypes 22 Embedding the e-portfolio into the curriculum 25 Case example: Linking the e-portfolio and PDP into a Masters in Pharmacy degree 26 Case example: Alverno – the e-portfolio at an institutional level 29 What about the technical skills? 32 Recognising the issues 33 Contents vi Contents 3 Getting started with e-portfolios 35 Considering the pros and cons 36 Implementation issues 39 Clarifying the purpose of the e-portfolio 41 Determining the scope of the implementation 43 Relating the e-portfolio implementation to the curriculum 45 Potential contents for an e-portfolio 50 Preparing users to use the e-portfolio 51 The e-learning ‘maturity’of the organisation 53 Summary and online resources 55 4 Course design using e-portfolios 57 How to engage students with their e-portfolio 58 Course design parameters 59 Beyond a repository of information 67 Changing curriculum design 68 Summary and online resources 69 Online case studies 70 5 E-portfolios and assessment of student learning 71 Linking assessment and e-portfolio purpose 71 Changing views on assessment 74 E-portfolios, formative assessment and student learning 76 The problem of making assessment reliable 80 Self and peer assessment 83 Case example: Learning objects and e-portfolios, a question of choice 84 The difference an e-portfolio makes 85 6 The e-portfolio as a tool for professional development 87 The link between learning and teaching portfolios 88 What goes into a teaching portfolio? 91 The e-teaching portfolio 95 Creating and maintaining the e-teaching portfolio 96 Professional development input on the e-teaching portfolios 97 Producing a point-in-time teaching portfolio 99 The benefit of an e-teaching portfolio 100 Online resources 100 Contents vii 7 E-portfolios and inclusive learning 102 How inclusive is the internet? 103 Social inclusion, learning and technology 104 Understanding disability in relation to technology 107 E-learning design for accessibility 108 Difference in disability 109 Useful resources for e-learning and accessibility 115 8 Software solutions for a complex concept 117 Types of e-portfolio software 118 Commercial systems 121 Proprietary (university-designed) software 121 Open source e-portfolios 124 Open source common tools 126 Choosing appropriate software 126 Standards and specifications 127 Options reviewed 129 Case example: Using SPIDER at Strathclyde 129 Online resources 134 9 Relating other new technologies to the e-portfolio 135 Blogs and self-publishing 136 Wikis as works in progress 143 Combining technologies – the birth of the podcast 149 The role of new technologies in e-portfolios 153 Online resources 154 10 E-portfolio futures 155 Scenarios 156 Conclusion 164 Online resources 165 Glossary 166 References 175 Index 185 Figures 2.1 Student view of Alverno College Diagnostic Digital Portfolio 30 3.1 Processes and ownership in developing e-portfolios 46 4.1 Setting goals 64 6.1 Staff interface in the electronic learning environment 97 6.2 Expanded portfolio taxonomy (template) 98 8.1 Screenshot of ePortaro software 122 8.2 The SPIDER Electronic Personal Development Portfolio 130 Tables 1.1 Applications of e-portfolios 11 2.1 A model for self-assessment/reflective learning: a generic mapping of skills development 31 3.1 Type of e-portfolio content 50 3.2 Student opportunity for autonomy in internal assessment across the institution 54 5.1 A four-point scale for judging a portfolio 82 7.1 E-portfolio design considerations relating to dyslexic students 111 9.1 Key differences between wikis and conventional webpages 149 Illustrations Portfolios are one of the most adaptable tools currently available to educators around the world. Widespread adoption of portfolios into practice is largely due to their ability to support a range of processes important in Tertiary Education in countries around the world. They are characterised by flexibility and ease of use and ability to be adapted to suit a range of applications. However, the introduction of networked e-portfolios has extended the ways in which information can be accessed, used, updated and integrated, broadening the range of reflective activities that can be supported. E-portfolios are being used to support a variety of activities related to learn- ing and professional development.They can be used simply to store and organ- ise information. For example, e-portfolios can allow students to arrange mate- rials for assessment, and are used extensively for this purpose in art and design related disciplines. However, e-portfolios are not simply repositories and can be used to support reflection on assessment outcomes. Similarly, e-portfolios can be used as a tool to support reflective learning processes, such as problem based learning, with individual students or teams contributing and integrating information within the portfolio. Recently the use of e-portfolios has extended beyond learning processes into the domain of Professional Development Planning. Here e-portfolio tools can support reflection on professional goals, particularly within the vocational disciplines, such as health professions, educa- tion, law and accountancy. The swift success of e-portfolios has led to limitations, as theory struggles to keep pace with practice. Working within an area of rapid change has been challenging for the authors, but they found a pragmatic solution by focusing on the ways e-portfolios might support a range of processes, using a range of illus- trations from practice around the world. The Educational Potential of e-Portfolios is an essential handbook for educators wishing to explore a variety of uses of e-portfolios.The authors,Lorraine Stefani, Robin Mason and Chris Pegler, were chosen for their theoretical knowledge and practical engagement with learning processes and technologies. Drawing on the experiences of expert practitioners, the book is packed with practical examples Series editors’ foreword The ubiquitous e-portfolio from colleagues around the world.The authors cite examples across a range of institutions and countries, offering a readable, non-technical and comprehensive introduction to e-portfolios informed by practice. The book is one of two texts heralding a new series, ‘Connecting with e- learning’. This series is aimed at teachers, academics, librarians, managers and educational support staff who are involved in ensuring e-learning becomes an important facet of mainstream teaching and learning practice. We hope this book will help you develop ideas for your own practice.The web site for this series is Allison Littlejohn and Chris Pegler (series editors), January 2007 x Series editors’ foreword Many friends and colleagues at The Open University, the University of Auckland and the University of Strathclyde have contributed to the devel- opment of this book. In particular we wish to thank the Open University course team responsible for ‘The eLearning Professional’ for helping to refine our ideas about e-portfolios and Professor Kathy Kane and Ian Thompson at the University of Strathclyde for introducing us to SPIDER. The authors also wish to acknowledge the significant contribution of Raewyn Heays (New Zealand) and Steve Davies (UK) in comment- ing on and proofreading drafts, and offering support and encouragement throughout the production process. On a more personal front, we thank Frances Devaney and Rhys Pegler Davies for their keen interest, support and patience. Finally, there would have been no book without Allison Littlejohn (Glasgow Caledonian University) who had the idea of including this book in the new Connecting with e-Learning series. Thanks Allison! Acknowledgements ADA Americans with Disabilities Act BBC British Broadcasting Corporation BECTA British Educational Communications and Technology Agency CATS Creating Accessible Teaching and Support programme CPD Continuing professional development CMS Content management system CSCL Computer supported collaborative learning CV Curriculum vitae (resume) DDA Disability Discrimination Act DDP Diagnostic Digital Portfolio (Alverno College) DfES Department for Education and Skills EAL English as an additional language EHE Enterprise in Higher Education ELE Electronic learning environment e-PDP e-Personal development portfolio EPICC European Initiatives Co-ordination Committee FE Further Education HE Higher Education HEFCE Higher Education Funding Council for England HESA Higher Education Statistics Agency HTML Hypertext mark-up language ICT Information and communications technologies IMS IMS Global Learning Consortium IT Information Technology JISC Joint Information Systems Committee LO Learning object LP Learning information profile (IMS) ME Myalgic Encephalopathy List of abbreviations List of abbreviations xiii MERLOT Multimedia Educational Resource for Learning and Online Teaching MP3 MPEG-1 Audio Layer 3 MSN The Microsoft Network NECC National Education Computing Conference NITLE National Institute for Technology and Liberal Education OSP Open source portfolios OSPI Open Source Portfolio Initiative OU UK Open University pdf Portable Document Format (Adobe) PDP Personal development plan PEP Personal education plan PETAL Personal e-portfolios for teaching and learning project QAA Quality Assurance Agency (for Higher Education) QCA Qualifications and Curriculum Authority RSS Really Simple Syndication SAFARI Skills in accessing, finding and reviewing information project SCIL Stanford Center for Innovations in Learning SIESWE Scottish Institute for Excellence in Social Work Education SLU St Lawrence University SOAP Simple Object Access Protocol SPIDER Strathclyde Personal, Interactive, Development and Educational Resource tml Tutorial markup language UCAS Universities and Colleges Admissions System URL Unique resource locator SCIL Stanford Center for Innovations in Learning VETP Vocational Educational and Training Programme (Denmark) VLE Virtual learning environment VTeP Virginia Tech ePortfolio WAI Web Accessibility Initiative WYSIWYG What you see is what you get ZU Zayed University