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ePortfolios Models and Implementation: Idealistic Why versus Pragmatic How

ePortfolios Models and Implementation: Idealistic Why versus Pragmatic How. Tim Neumann Wilma Clark. Contents. Introduction Scenarios ePortfolio Models Empirical Studies Tool Comparison. Durham Blackboard Users’ Conference 2009. 1 Introduction. Project Phases. Decision Making

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ePortfolios Models and Implementation: Idealistic Why versus Pragmatic How

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  1. ePortfolios Models and Implementation:Idealistic Why versus Pragmatic How Tim Neumann Wilma Clark

  2. Contents • Introduction • Scenarios • ePortfolio Models • Empirical Studies • Tool Comparison Durham Blackboard Users’ Conference 2009

  3. 1 Introduction • Project Phases Decision Making (Technology and Pedagogy) Needs Analysis Piloting Implementation Durham Blackboard Users’ Conference 2009

  4. 1 Introduction • ePortfolio History at the IOE • 2003-2005: Level 10, custom project/group management tool • 2006-2007: PebblePad pilot for Secondary PGCE • since 2006: individual, small-scale efforts and explorations • 2008-2009: TQEF ePortfolio project Durham Blackboard Users’ Conference 2009

  5. 1 Introduction • Motivation • Multiple academic staff members had sought advice on ePortfolios • Two researchers started projects on ePortfolios in HE • Availability of tools at no additional costs Durham Blackboard Users’ Conference 2009

  6. 1 Introduction • Approach • Discussion with participants (staff and students) • Review of previous ePortfolio trials, paper portfolios, electronic exchanges • Developing contextualised models of ePortfolio use • Evaluation of tools in three test scenarios (with student input) • Implementation in five cases Durham Blackboard Users’ Conference 2009

  7. 2 Scenarios • Five Cases • The Doctoral School • MA in ICT in Education • Secondary PGCE ICT • Post-Compulsory PGCE (ESOL/Literacy) • MTeach Durham Blackboard Users’ Conference 2009

  8. 2 Scenarios • Case 1: The Doctoral School • Portfolios co-owned by student and supervisor • Limited access for registry staff for tracking purposes • Record of supervisory meetings, progress reviews, assignments, attendance • Evidence of doctoral level competencies • Building a professional academic identity Durham Blackboard Users’ Conference 2009

  9. 2 Scenarios • Case 2: MA in ICT in Education • Student-owned and generated portfolio • Repository for student-created teaching resources • Record reflections on personal/professional development (multi-media) • Identity space (profiles) • Bibliographic management system • Peer comments/reviews • Monitoring of tutor-generated portfolio tasks Durham Blackboard Users’ Conference 2009

  10. 2 Scenarios • Case 3: Secondary PGCE in ICT • Community of practice involving five stakeholder groups • Collaborative production • Monitoring of course requirements (tracking of deadlines) • Checklist for QTS standards • Mentoring log, lesson observations, assessment record file • Career entry and professional development profile Durham Blackboard Users’ Conference 2009

  11. 2 Scenarios • Case 4: Post-Compulsory PGCE (ESOL/Literacy) • Student-owned portfolio • Tutors and mentors to contribute to selected portfolios • Record of teaching practice • Tracking progress over distances Durham Blackboard Users’ Conference 2009

  12. 2 Scenarios • Case 5: Master of Teaching • Collaborative community beyond the course context • Portfolio as a starting point for post-graduation engagement • Communication and sharing tool • Politically skewed towards open source tools Durham Blackboard Users’ Conference 2009

  13. 3 ePortfolio Models • Multiple Themes • Model: What is an ePortfolio? • Ownership: Who controls what? • Access: How does collaboration work? • Use and purpose: Implications for learning, development and assessment • Issues: Training, support, portability Durham Blackboard Users’ Conference 2009

  14. Questions asked Durham Blackboard Users’ Conference 2009

  15. 3 ePortfolio Models Tutor and Administrators’ perceptions of ePortfolios as learning models Durham Blackboard Users’ Conference 2009

  16. 3 ePortfolio Models 1 = high 3 = low 0 = neutral Perceptions around ownership and control of the ePortfolio Durham Blackboard Users’ Conference 2009

  17. 4 Empirical Studies • Overview Three scenarios, focusing on • The Institutional experience: Doctoral School • The student experience: MA in ICT in Education • The tutor experience: Secondary PGCE in ICT To evaluate the potentials and limitations of four ePortfolio tools:Blackboard Basic, Blackboard Personal, Expo LX, Mahara Durham Blackboard Users’ Conference 2009

  18. 4 Empirical Studies • Screenshots, Feature Summary and further information(PDF document) Durham Blackboard Users’ Conference 2009

  19. 5 Tool Comparison • Comparison of Features Durham Blackboard Users’ Conference 2009

  20. Contact • Tim Neumannt.neumann@ioe.ac.ukLearning Technologies UnitInstitute of Education, University of LondonLondon Knowledge Lab23-29 Emerald StreetLondon, WC1N 3QS • www.lkl.ac.uk/LTU

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