The hierarchical structure of an ePortfolio

I came across a very thought provoking paper: http://www.tojned.net/pdf/tojnedv01i04-05.pdf  by Assit. Prof. Dr. Nilgün TOSUN, Trakya University, Faculty of Education, Edirne, TURKEY, head of Computer and Education Instructional Technologies Department and thesis advisor to M. Fatih BARIŞ, a teacher at Tekirdağ Technical and Vocational School, Tekirdag, TURKEY. As you can see from this diagram, the versatility of the ePortfolio can allow for divers uses of artefacts as opposed to the traditional linear way of working.

In mainstream education this could be taken even further by replicating the above graphic for every subject a child might be studying.  And then the logic really comes into play.  Consider a simple essay for a Technology homework:  It could firstly be a simple description of how an artefact is constructed as part of the initial homework.  That same essay could also be used as evidence of learning strategies, research skills, referencing etc.  It could also be used as evidence of collaboration or enquiry of experts or 'other adults'. It could similarly be used as an exercise in reflection or evaluation. 

And yet again, some of these various artefacts, from different subject areas could also be used within different personas.  And so it goes on.  I am sure that readers could add a dozen different examples of the 're-purposing' of artefacts.

Admittedly, Baris' paper was written from a very academic perspective and several assumptions are made which do not necessarily apply to mainstream education.  However, I must give praise where praise is due.  Thanks again, Dr. Nilgün Tosun and Fatih!

Parental Engagement

For schools that have a good VLE with embedded assessment tools and a well designed MIS output for parents 'on-line reporting' or even better 'real-time reporting' the VLE is a marvellous facility for parents. This Becta video shows something of the potential of both Home Access and on-line reporting. I recognise that this is presently a young technology and has the potential to develop much further over the next few years. Where such a system exists an e-Portfolio can then become the learner-owned and 'transition-proof' part of an information system that lets parents and mentors see the learner's progress in detail without necessarily having to access the VLE.

However, not many schools have the glossy features and VLE access for all users in the UK as of yet. For some schools, the vision of an effective VLE and Reporting System and Home Access maybe a future vision. - But what of the present? And what of schools outside of England? Or for those readers in Europe and beyond?

The truth of the matter is that all students will, in the near future, need their own personally owned e-Portfolios. I would thus argue that whatever the VLE situation, whether schools can afford a VLE or not, whether they can manage sophisticated on-line reporting in real time, the e-Portfolio is able to provide that sense of an on-line presence which is both e-secure and personal.