Time flies but are we standing still?

For several business reasons I've not had the time to stop and think about writing constructively about ePortfolios in this blog for a few weeks. However, in regularly scanning the posts of others, reading expensive publications and reviewing repeated 'pilot studies' I wonder if we are getting anywhere very fast. Schools in the UK are still 'thinking about' ePortfolios. Otherwise intelligent graduates are still extolling the virtues of web sites or blogging tools such as Wordpress, Weebly, iWeb or Blackboard as if they are true ePortfolios - and this is where I must part company with them.

An ePortfolio is just not a glorified CV or Showcasing tool - although these are very valuable aspects of an ePortfolio. Perhaps, in one phrase, I would sum up a true ePortfolio as 'a place of conversation'. In its initial phase an ePortfolio might be little more than a collation of unfinished works, in any media format, that peers or mentors might have access rights to in order to discuss and collaborate upon. Feedback comments, star ratings or Likert scales etc are all part of the tool-set of the ePortfolio and should all be contained in the one place.

Secondly, reflection is an integral part of ePortolio growth. In the many examples that I have reviewed I see little request for feedback and certainly very little reflection about the contributions of others. There is a sense of arrogance about many so-called ePortfolios which promote the owner as the perfect potential employee who knows it all and never needs to listen to the ideas or advice of others.

Related to reflection is the whole concept of the 'Life Story' or at least the documentation of some part of the learner's progression, of their interests and evolving maturity. As much as the learner could explain 'Where I have come from' they should also be capable of describing 'Where I want to get to' and 'How I will attempt to get there'. The learner's teachers, mentors and peers can all provide a rich source of support if the ePortfolio tool allows.

And this, of course, is where eFolio can make a real contribution. Firstly it is easy to use - it must be if even our youngest pupils are expected to use it. It needs no great technical competency and 'writing frames' can be created for those who need them. Secondly, and this is most important, teachers should encourage active dialogue through the ePortfolio, anywhere, anytime. Thirdly, an understanding of the role of feedback is important, of constructive dialogue and reiteration. Teachers should no longer be seen as the despots of two centuries ago or 'The sage on the stage' but, through their ePortfolios learners should discover their teachers to be 'The guide by the side', or even their 'Friend to the end'.

And that, again, is where eFolio makes an outstanding contribution. Here in the UK eFolio is provided as an externally hosted facility and not embedded within an institution's VLE. I have written several times about the concept of transition or portability. If an ePortfolio is really for Lifelong Learning it should be 'lifelong' with the learner and not left behind, mouldering in an institution's archives, when needed in years to come.

Independent learning?

A recent post by Gerry White of DERN got me thinking - 'How independent can learning ever be?' Obviously even the books we read, the style of writing, the bibliographies that we check out all influence our learning, nevermind our own preferred learning styles. However, what clearly impressed me about both Gerry's article and the initial document by Chau and Cheng is that of the controlling factors that influence how a learner sets about a particular task.

Questions arise as to how much influence the culture of a country, the ethos of the institution, the background of the teachers, their presentation styles, the curriculum, the school's resources, home resources and relations with other students all combine to form the learner's individual learning environment. In response to the Chau and Cheng article, therefore, I wrote:

The Chau and Cheng article makes good reading but perhaps inadvertently highlights a number of issues which, for me, make me feel that the whole ePortfolio exercise in the Hong Kong university was missing the point. Firstly, the aspect of peer-review and collaboration. To quote:

"In general, peer feedback was hardly found because it was not mandatory in the competition. Students tended to assign less significance to peer comments, but consistently agreed on the usefulness of teacher feedback for language learning in both cognitive and affective terms."

To me this is one of the most important features of an ePortfolio, that of feedback which can clarify, confirm or even change one's thinking. - Apart from anything else, peer review or that of mentors or 'other experts' reduces something of the workload of teachers.

Secondly, the feedback from teachers appears to be mainly summative, whereas I would argue that the ePortfolio is an excellent medium for allowing the teacher to apply 'a guiding hand on the tiller' before things get completely out of hand. It is generally recognised that so-called summative feedback is too late and of little consequence 'after the event'.

Thirdly, the Chinese University's concept of the ePortfolio appears to ignore its central concept of being learner-owned. It appears to be being used as a learning management system. I quote:

"Where the students’ desire to meet evaluation criteria prevails, the potential of e-portfolios for individualised developmental performance is eroded. Where teachers struggle to forge their identity in the shift towards a learner-centred paradigm without appropriate and adequate scaffolding, e-portfolios may be seen as another externally mandated exercise in which teachers are coerced to participate. Where institutional policy takes developing graduates’ competitiveness as its focus, e-portfolios bear the risk of perpetuating a culture of ‘dressing up’ achievements at the expense of candid interrogation of weakness for progress."

Fourthly, I am concerned that the sample ePortfolio as in Appendix 3 is a very scant example and is apparently lacking in any real personal identity. How does the material showcased relate to the rest of the student's life etc?

I think that the time is well overdue to look beyond 'pilots' and to try and define what a real ePortfolio should be capable of doing, how the ePortfolio can widen the owner's learning experience and how, secondly, it can also make work better for the practitioner.

Facilitation and e-Portfolios

I recently attended a BILD seminar on Facilitation. It was a good day with a range of speakers, plenty of practical activities and time for networking with a wide variety of 'top people'.

I had not anticipated how clearly the aspects of Facilitation equated to some of the functions of an e-Portfolio. The photograph of Dr Carl Rogers - 'The Godfather of Facilitation Theory' was subtitled, 'The person-centred approach' - and this said it all for me.

The paper presented by Graeme l’Anson particularly excited me and, with his permission, I list some of the points that he made which equate with e-Portfolio thinking:

Facilitation Theory:

This theory emphasises the learner’s involvement in the learning process, and de-emphasises the trainer’s involvement.
It says that you are there to facilitate a learning process, not to teach.

It recognises:
•a belief that human beings have a natural eagerness to learn,
•there is some resistance to, and unpleasant consequences of, giving up what is currently held to be true,
•the most significant learning involves changing one's concept of oneself.

Benefits to the User of Facilitation:

•Better learning
•People more motivated to improve themselves
•More open to new ideas and change
•People learn to problem solve
•More effective meetings

Three telling quotations:

“A training course is not something you do TO people or even FOR people, but WITH people”

Dave Meier - The Centre for Accelerated Learning

“You cannot teach a man anything. You can only help him discover it within himself”

Anon

“My main job was developing talent. I was a gardener providing water and other nourishment to our top 750 people.”

Jack Welch (ret CEO of GE)

Some have argued that 'The Sage on the Stage' is dead and that 'The Guide by the Side' is the way forward in education. I would argue that there is still a place for both. The performer, the challenger, the provider of rare bits of knowledge or information that interest or provoke discussion or even argument still has a place in education. But so to does 'the Guide by the Side' who provides that 'still small voice' of reason and reassurance'. Whether asked for or not the mentor, counsellor, supervisor, peers and parents all have a place to add to one's learning and self-esteem.

So, my challenge in this post is aimed at all teachers, support staff and technicians, that they should reflect upon Graeme l’Anson's points as above and consider how the e-Portfolio can best be that 'Facilitator' of learning.

Beyond the Virtual?

'The loneliness of the long distance runner' came to mind as I first saw this article in eSN Today. The article by Christine Van Dusen raised the vision of the 'Home-Alone' learner - and soon expelled any thoughts that I might have had along these lines. She continues:

"This static, impersonal, anti-social school experience is the image that many parents, teachers, and school administrators continue to have in mind when they picture the world of online learning, even as more and more brick-and-mortar school districts explore full- or part-time virtual education. But this image is a flawed one, experts say. Not only are most online-education programs highly interactive, with students engaging in virtual discussions with teachers and their peers as they work on inquiry-based projects and activities, but often the learning takes place within—or is supplemented by—a traditional classroom experience."

Strong communication is key to effective online learning
In the same newsletter, Meris Stansbury comments on a new research paper (Sept 2009) by the International Association for K-12 Online Learning. In particular, I liked her analysis of 11 points: 'Characteristics of successful online teachers.' I commend this article as a good checklist for those involved in on-line tutoring or even those considering such a career. I list the brief headings of each of her main paragraphs and suggest that you read, reflect upon and inwardly digest the full contents of her list:

1. 
   
   Meets the professional teaching standards....
   


2. 
   
   Has the prerequisite technology skills to teach online:
   


3. 
   
   Plans, designs, and incorporates strategies....
   


4. 
   
   Promotes success through regular feedback, prompt response, and clear expectations:
   


5. 
   
   Models and encourages legal, ethical, and safe online behaviour....
   


6. 
   
   Has experienced online learning from the perspective of a student,...
   


7. 
   
   Understands and is responsive to students with special needs....
   


8. 
   
   Creates and implements assessments in ways that ensure validity and reliability.
   


9. 
   
   Develops and delivers assessments, projects, and assignments that meet standards-based learning goals:
   


10. 
    
    Uses data to modify instruction and guide student learning:
    


11. 
    
    Collaborates with colleagues; networks with others involved in online education.

For me, yes, as you might guess, this is yet another area where I would claim that a professional level and yet user-friendly e-Portfolio system such as eFolio is the perfect solution for making Distance-, Virtual-, or Home-learning a successful and enjoyable expereince for all concerned, teachers, parents, learners and peers; to name but just a few!