An Introduction to ePortfolios

An Introduction to ePortfolios (3.25 mins)

A nice presentation focussed on preparation for the job-interview. The problem is that an ePortfolio can be used for so many other things. It would be good to see such a clear and straightforward approach being used to present on 'constructivism', feedback, peer-review etc. Another presentation could deal with using the one set of artefacts spread across different personas.  And yet another, more delicate activity, might be an illustration of how Faculty put together an Institution ePortfolio.

Examples of ePortfolios

Over the years I have been collecting examples of ePortfolios - the Good, the Bad, the Ugly. Not that I would dare to embarrass anyone by 'rubbishing' their efforts. However, since discovering Scoop.it! I have found a medium that can attractively display a collection of examples which might help both students and staff decide on the content and layout that suits them. See http://www.scoop.it/t/eportfolios-examples

Many examples contain profound glimpses of insight and are a joy to read (or listen to). However, even the best seem to have serious gaps in the total content.

Many examples are little more than a showcase of one's best works along with a CV and a list of contacts. Of these, quite a few, in blog format, document the learners interests, sometimes in far too much detail including descriptions of members of their family and even the cat!

Other examples are little more than the syllabus of the course being followed and links to modules completed.

Some are obviously clearly directed by the institution, others are less directed and are purely the results of an open-ended competition.

Many are just a linear blog listing the meanderings and short-term reflections related to a single course of study.

Few show any sense of long-term reflection, 'lifelong learning', or one's 'life-story'.

Despite our claims that ePortfolios are now a part of our Web.2 culture, I could not find any examples of mentoring (by non-academics), collaboration or peer-review.

I also have a second Scoop.it! collection of discussions and support materials relating to both ePortfolios and foramtive assessment: http://www.scoop.it/t/eportfolios-worldwide

Escaping the Stone Age

I was recently in conversation with a respected colleague, and we were bewailing the 'Stone Age' mentality of some of our teachers and how they were holding back our children's learning. Inevitably, I wanted to shout out that the ePortfolio, and eFolio in particular, was the answer to the whole problem. However, in a more reflective moment I came up with four suggestions:

1. The ePortfolio can act as an information service found by all permitted parents/ carers/ mentors/ grandparents etc. This facility should act as a structured information service, an educational 'agony aunt' and also a confidential hot-line where questions about educational practice can be properly and securely discussed.

2. It is essential therefore that schools start understanding that Personal Learning Environments are the way forward and that tools are urgently required that can enable students to move forward at their own speeds and enable the following of their interests. Eventually, I suspect, this will be a Web3.0 environment but certainly an ePortfolio will be involved.

3. I do hope that when schools do manage to catch up with the technology, teachers will be able to check HWKs (and for that matter classworks) on-line, provide feedback to the kids, and modify their lesson plans if necessary, BEFORE the next lesson.

4. It is an absolute MUST that schools should publish their schemes of work in Easy English over their VLEs but preferably within the ePortfolio scaffolding, so that any parent, carer or mentor can help the child to understand 'where they are, where they want to go to and by what processes they will get there'. These should be specifically and constructively written for every subject area. Schools must recognise the benefits of 'the Home-School Nexus'.

However, rather than just describing the ePortfolio as a tool to support 'good practice', another approach would be to try and identify the prefered educational outcomes - and then decide what tools could best achieve the required results. Below are two fundamental questions and my suggested responses:

Q) What do parents, governors and politicians think ought to happen more or better to create better learning?

A: Pupils should be more engaged with their learning and as a consequence would be more productive and would be more proud of the ownership of their learning. They should have access to their work 24/7 so that they can work as and when suits them.

Q) Imagine yourself saying "The use of ICT has got the pupils ?????????.......... so much more/so much better". What, as a teacher would you hope to see?

A: Children are now more able to explore safely for themselves. They know how to phrase the right questions when searching for information. They can learn things not immediately obvious from the school curriculum or exam syllabii. They communicate better with both their peers and teachers. They are more able to learn from and to provide feedback. They will not take one person's opinion as 'gospel' but will clarify/verify what they have been told. They are more aware of things happening around the world. They understand more about different cultures or mindsets. They understand that learning is not a 9-4 occupation but that learning happens all the time. They are more questioning - they will not take 'impossible' as an answer but will explore alternative solutions.

I can visualise so many scenarios where the use of a collaborative ePortfolio is the right place for all of these learning experiences - and possibly with no teacher in sight! And not only 'learning' but also reflection, internal adoption and, inevitably the pride of ownership of ones learning as seen through the showcasing of appropriate artefacts and reflections.

Lynne Groves and Trent Batson at Collab Tech 2010

A useful video by Lynne Groves of eFolioWorld and Trent Batson of AAEEBL recorded at Collab Tech 2010. This is a practical discussion of ePortfolio pedagogies and processes. Please click the graphic to see the YouTube presentation. Both speakers emphasise the point that teaching must change, not because of the ePortfolio so much but rather that the ePortfolio allows both teachers and students to better perform unshackled by the traditional classroom environment.

Only one minor point of disagreement with Trent Batson, where he suggests that institutions might want to use different ePortfolios for different purposes. NO! The whole point of eFolio (which he missed) is that eFolio can be used for a variety of different purposes, showing to different audiences different views or personas of the learner.

A Professional ePortfolio

I recently came across the eFolio of Eric Forsyth, Ph.D. - which I soon realised is an example of all that I would expect from a mature educator. Too often we see at conferences incomplete examples of students' attempts at an ePortfolio, of Pilots and sample pages, but rarely something which could dignify professional status.

In particular I like the simple layout and menu system of eFolio which allows different audiences to target immediately on the features that concern them. For those professionals (of whatever age) that have five minutes to spare, I would suggest that you browse Eric Forsyth's eFolio and then reflect on how you and your colleagues could better represent themselves through an eFolio - it is a cathartic experience!

There are so many areas of experience or expertise which, on reflection, we forget to mention. A personal eFolio is just the place to gather all one's personal and professional strengths into one place. eFolio can be added to or edited at any time or, as I have said elsewhere, can be re-formatted for different audiences. eFolio just keeps on growing with the owner.

BUT, if you as a professional could better represent yourself through such an ePortfolio, how much more your students? It seems obvious to me that the safe collaborative environment that eFolio provides is the perfect antidote to a less than constructive FaceBook or MySpace mania.

3-Way Interviews

My friend Jamin Lietze wrote a very interesting post back in May. I have a very high regard for the work that he has put into developing e-Portfolio understanding for Primary schools in NewZealand. However, he raised an issue that I first came across in the work of John Pallister (some 4 years ago) in the UK and his work for MOSEP.

At that time John Pallister was running his 'eME' portfolio system 'in house' and, just like Jamin, used the student's e-Portfolio as the medium for discussion at short school-based 'Parent-Teacher Interviews'. The children would show their parents examples of work showcased from their VLE-based 'eME' system, parents would "Ooo!" and "Ahh!" at the right places and generally would see work that they had not seen before or did not even know about.

Obviously, as long as the majority of parents do not have on-line access to their child's VLE this 'shock-of-the-unknown' will continue in the same way as parent-teacher meetings did long before computers arrived in schools. But this brings out a valuable point. As more and more schools are opening up their VLEs for home access so the shock of the unknown or misunderstood should soon disappear. The regular sharing of learning experiences by children with their parents, mentors and peers will encourage both face-to-face and on-line feedback which will make the traditional parent-teacher meeting obsolete. Instead, one would hope that the 3-Way meeting will become a time of social pleasantries, celebration and constructive discussions where all are better informed. - Even cups of tea and cucumber sandwiches to talk over! (Never like that in my day!)

Perhaps the traditional 'Parents Evening' might even become a thing of the past?

It's a Job Interview, Not a Beauty Pageant

I've been intending posting on this topic, but an article on BNET UK prompted me to 'get going'. For years I have taught Desk Top Publishing and one of my first principles can be summed up in the simple question, "Who is my audience?" And never is this as important as when designing one's e-Portfolio. The first impression that an employer, potential college admissions officer or mentor gets from accessing one's e-Portfolio is a lasting one.

Far too many blogs and wikis are no more than a friendly chatting place, full of patois, clumsy grammatical conjugations or plain self-opinion. On the other hand some DIY web-pages show an astounding expertise in html and PhotoShop but hardly say a thing about one's learning, the benefits of working in teams or show a reflection on one's progress.

So, my advice is simple:

1. Make introductions short and to the point;
2. Ensure that navigation is simple for your visitor;
3. Only use illustrations that are relevant;

4. Be careful in the use of colour schemes and fonts;

5. Explain why you have chosen an artefact;
6. Describe the process of crafting your artefact;
7. Give credit for all sources used;
8. Above all, make sure that the reader understands what you have learnt from this exercise - otherwise do not include it in your e-Portfolio.

Reasons why our graduates need an e-Portfolio

I always enjoy reading Karen Barnstable's blog. She lists three very clear reasons for graduates taking their e-Portfolio with them once they have left uni and found employment, moved on to further study, or still job-hunting.

However, I would add a fourth point, assuming that you have a good e-Portfolio system. When introducing an e-Portfolio to novices in your new-found place of work it could be a bit overwhelming if the essential tools for collaboration, peer review, mentoring etc are not in place within the e-Portfolio system and need to be found elsewhere. And what of on-line help? Does the system provide support for the new user?

If the adult novice can be introduced to an e-Portfolio system such as eFolio all the feedback tools, templates and formatting menus are together in an integrated system designed for both Lifelong and Lifewide Learning and Leisure. What's more, because eFolio is designed by educationists to provide the support for learners of all ages, from 5-95, (and even younger) support is always at hand.

Example from HE

I have just come across this example of an e-Portfolio which clearly represents my approach to e-Portfolios in HE. It's a wonderful example that all my readers should thoroughly explore.

Obviously I must congratulate Pedro Arista for the quality of his eFolio but more than that, it shows just how professional an eFolio can be and how it can evolve over a period of time.

Pedro, if you read this perhaps you can get in touch with me?

ePortfolio Commons

I hesitate to appear critical of an institution or individuals that are making an attempt to promote e-Portfolios. I hope that the authors of 'ePortfolio Commons' will read this post in the constructive manner intended. What first caught my eye was the challenging statement:

"Are you ready for your final semester in the college? Have you started preparation and application for a job and/or further study? How can you enhance your chance of success? Register and join our ePortfolio hands-on workshop to start creating your own ePortfolio to strategically showcase your capabilities and achievements! "

As much as I applaud the efforts of any to get students to realise the value of an e-Portfolio, I feel that the above is a very narrow and 'last century' view of the function or purpose of an e-Portfolio, possibly coloured by the references used. So, perhaps I may be allowed to say "Great! BUT!"

1. The e-Portfolio should not be seen as a last minute 'rush job' but as something built up over many years, certainly starting at the begining of the college course if not before.
2. Job-hunting is possibly one of the least effective purposes for using an e-Portfolio, unless potential employers are really ICT savvy and are willing to look at and know how to navigate an e-Portfolio.
3. One of the greatest functions of an e-Portfolio is as a secure and private space for formative feedback from peers and mentors.
4. Yet another valuable function of the e-Portfolio is that of planning and drafting ideas which can be worked upon collaboratively.
5. Above all, students should be made well aware of the image that they are communicating to others and that the patois of the younger generation or a careless selection of photographs might not be received well by potential employers or university professors.
6. Care should be given to thinking out where the e-Portfolio is to be hosted, by an academic institution or 'in the Cloud'. Both solutions have their problems - which is why I have developed eFolio for UK and European students.

So yes, my feeling is 'get on with constructing your e-Portfolio as a matter of urgency'. But don't think that it is just a tool for showcasing or PDP.

Perhaps I should add that the list of categories by nations is very simple. It might have been that in the UK 10 years ago HE was using e-Portfolios mainly for showcasing and PDP but that is no longer the case. Secondly, e-Portfolios are becoming more popular in mainstream education, even in primary schools. I can give you several examples of different approaches to using eFolio.

Where in the world are we?

The recent post from John Pallister set me to think, Is it not time that we had a world-wide audit of the current usage of e-Portfolios?

I am aware that there are some 2,500+ readers from 77 countries visiting this blog, some on an almost daily basis.

Can I ask, therefore, that you all tell me your opinion of what is happening in terms of e-Portfolio usage where you are? If you can collect any local data all the better. Short articles that I can publish a link to would also be helpful.

In the next day or two I will set up a simple questionnaire to collate your responses, but meanwhile, any comments or e-mails to me will be helpful.

Thanks in advance.

Moving House?

There comes a time in most people's lives when they have to move house and take all their loved possessions with them - and what an upheaval that can be! Unfortunately some people have a perception of the e-Portfolio as being that 'removal van' or 'pantechnicon' - which is used to transport every bit and piece of value or even no-value - just sentimental rubbish that one cannot throw away. However, the analogy gets worse! The learner decides that rather than unloading all their stuff, every bit of coursework, every idle amusement, every item of correspondence shall all be kept on board - because, after all, they are not stopping here but plan to move on again. And the effort of unloading and loading up again is just too much bother.

Others prefer to travel light, only carrying with them the immediate essential tools and equipment currently used in their studies. They have a more scatter-brained approach to learning - leaving a never-ending trail of artefacts scattered, on their academic travels, around the universe - sometimes called 'cloud computing'. The trouble with this approach, as any parent knows, is that things get far too easily misplaced or even lost for ever. For those who haven't read my previous jottings on 'transition' the potential amount of travelling the learner could experience is illustrated here.

As one gets older and possibly not much wiser there is the temptation to carry around even more clutter, 'just in case'. However, as we make our way to yet another presentation or job interview we begin to understand the need to cut our 'showcase' down to the bare minimum with which our audience can cope. And this is so true of our e-Portfolios. eFolio, in particular, is capable of displaying only what we want to show, uncluttered by ephemera or irrelevancies.

I have seen far too many blogs containing discussions about how much space on a school's servers their e-Portfolios should take. Similarly, there are debates about how long students' artefacts should remain on the school's servers once the students have left. Surely, these are all irrelevancies when considering the fundamental purposes of an e-Portfolio? It all comes down to an understanding of one of my several mantras:

"Let the VLE do what it does best and
leave the e-Portfolio to do what it can best do!"

This approach leaves all coursework, past and present, on the VLE's server alongside the specialist programs, assignment briefs, schemes of work, assessment tools, on-line reporting and all the other mechanics needed to run an effective 'electrified' school. How long these 'school owned' artefacts are kept is down to the institution's Policies.

The e-Portfolio, on the other hand, should be seen as belonging to the learner and need only contain those artefacts and tools that the student considers needful in their present circumstances. - Anything that rightfully belongs to the learner and is no longer immediately needed can be off-loaded to one's own PC or Tb backup for safe keeping.

Again, the e-Portfolio should be seen as a flexible and adaptable system. As much as any young adult may change friends or experience the coming and going of different teachers, the e-Portfolio should be flexible enough to adapt to the differing audiences who are permitted to share in the learner's activities. As children steadily mature into adulthood, so too, their affections and loyalties will change and their e-Portfolios should be capable of reflecting that change. It is not so much the opportunity to publicise one's avowed following of a film star, pop-group or football team so much as the fact that the e-Portfolio is capable of reflecting something of one's deeper self image.

The choice of media is so very important. Certainly we should avoid those e-Portfolio systems that are so heavily document-based as to provoke the audience to shout out, "I cannot understand what you are saying for the mass of words you write." The colour schemes, choice of fonts or avatars and the selection of recorded interviews, video-clips or SlideShares one may include will no doubt say more about a person than the text they write.

Adult Edn & e-Portfolios

I've just come across a most impressive set of handouts relating to Adult Learning in Australia. The blog and associated links by ALA give a very clear and up-to-date picture of many of the aspects of an e-Portfolio and is well worth reading through carefully.

The 'Concept Guides' are the recent outcome of a report completed in August 2008, 'The Australian ePortfolio Project'. The encouraging thing, for me, is that two of the members represented on the Australian board are from the UK: Rob Ward, Director of the Centre for Recording Achievement, UK, and Associate Professor Angela Smallwood, Director International Centre for ePortfolio Research, UK . The leaflets also refer to JISC materials elsewhere referenced in their research. Support for the original work was provided by the Australian Learning and Teaching Council, an initiative of the Australian Government Department of Education, Employment and Workplace Relations.

Also see the AFLF e-Portfolios blog

However, yet again, the emphasis appears to be just on Higher Education, I quote, "The overarching aim of the research project, which was given the working title of the Australian ePortfolio Project, was to examine the current levels of ePortfolio practice in Australian higher education. " This has been my complaint all along with the UK Higher Ed scenario. There the traditional teaching and learning styles are generally still the de facto delivery system of 'I teach, you learn'. We really need to understand how e-Portfolios can dramatically enhance, if not actually revolutionise, teaching and learning in HE. It's beginning to happen in our Primary and Secondary schools - so why not in HE?

Another concern raised by these documents is that of defining 'adult'. The very attractive 'Concept Guides' portray near-teenage students and young executives. But what of those who might be called 'Middle Aged' or even the 'Grey Brigade'. As one belonging to the latter group I just wonder if those who dwell in the luxury of academia are actually thinking of 'real' adults when discussing e-Portfolio implementations. The real world is full of those who are fearing the next job-cut, the less able, those recently made redundant, the long-term unemployed, those frustratedly seeking alternative employment or actually trying to better themselves.

However, offsetting the above criticisms, there is also another Australian report well worth reading 'E-portfolios beyond education and training' As Jen Miller reports, 'the report provides case studies of a number of international examples of the use of e-portfolios to assist people in the workforce and in career development. It makes recommendations that include enhancing current national infrastructure to enable Australians to use an e-portfolio to enhance career development, lifelong learning, and workforce participation.' Well - this looks better, but it is still primarily research - what we now need to do is translate aspiration into inspiration!

Some nice examples and quotations referring to the work of eFolio in Minnesota - Next year, let's hope that they can include the all-age approach of the work of eFolio in the UK!