Transcript European Institute for E

ePortfolio
Transforming education
and training in Europe
ePortfolio Dublin 2004
12 July
Objectives of the workshop
To explore:

What an ePortfolio is

How it is currently being used in Europe and worldwide:




In schools
In higher education
In the world of work
For lifelong learning

Why it is a vital issue for European education and training

How to integrate the ePortfolio into the current education
and training scene in Ireland
EIfEL in Europe

Standards: TELCERT, EPICC

ePortfolio: Europortfolio (EPICC)

Competencies: eTTNet, eRail,
eCreator, Gears
SEEL
Supporting Excellence in E-Learning

Learning territories: SEEL, ReLL

Quality: SEEQUEL, (SEEL)
EIfEL’s mission

enable learning individuals to manage
their own learning, knowledge,
competencies and continuing
professional development

enable learning organisations to
provide a framework for organisational
knowledge and develop staff
competencies

enable learning cities and learning
regions to provide a framework for
innovation, development and social
inclusion
eLearning: a global transformation
-Learning Individual
-Learning Community
-Learning Organisation
E-learning: the e-transformation
of individual and organisational
learning, so as to reflect the
needs of a knowledge economy
and society and the potential of
knowledge, information and
learning technologies (KILT)
-Learning City
-Learning Region
EIfEL in Europe

Standards: TELCERT, EPICC

ePortfolio: Europortfolio (EPICC)

Competencies: eTTNet, eRail,
eCreator, Gears
SEEL
Supporting Excellence in E-Learning

Learning territories: SEEL, ReLL

Quality: SEEQUEL, (SEEL)
The ePortfolio education –
sowing the seeds for
personal development and
lifelong learning
E-learning vs traditional
learning

Education and training systems (traditional, distance, open, flexible)
have concentrated their efforts on resources – the inputs

E-learning is an opportunity to concentrate the efforts on the
processes and the outputs
 Learners as producers of knowledge, not just consumers
 This requires a whole set of new skills from instructional designers, those
who support learners – and learners

This has an impact on the vision of quality
 Before: what are ‘quality resources’ (mass media)?
 Tomorrow: what are ‘quality systems’– capable of valuing learning
outputs (knowledge media)?

The ePortfolio
ePortfolios for 21st century learners
Helps them to be

Reflective and self-directed

Active investigators/problem-solvers

Effective communicators

Participants in an interdependent world

Knowledgeable, with deep understanding

Creative

Confident
The ePortfolio ‘movement’: where are we
today?

Well-represented in the education sector:





Schools
Higher education
Teacher education
Undergraduate and post-graduate medical education
ePortfolio for regions and communities
 Wales, Minnesota

First steps in the world of work:
 Health sector:

Nurses, doctors, pharmacists, dentists, veterinary surgeons (UK, Canada,
Italy)
 Women returners

Australia
PDP:

ePortfolios for personal development
planning
a structured and supported process undertaken by an
individual
 to reflect upon their own learning, performance and/or
achievement and
 to plan for their personal, educational and career development
QAA UK – Progress Files for higher education

CETIS study of PDP practice in UK among universities,
colleges and schools:
www.cetis.ac.uk/members/PDPcontent
Personal development planning and
ePortfolios in the UK

very recently the UK Department for Education and Skills
(DfES) has used the terms "electronic portfolio" and "eportfolio" in their consultation document, "Towards a
Unified e-learning Strategy" which emphasizes an
approach to learning (self-paced, individualised,
supported, joined up across environments) which includes
reviewing and recording. They intend this to "allow both
summative assessment and information about personal
aspirations and interests to be owned by the learner".
E-portfolio and its relationship to personal development planning: A view from the UK for Europe
and beyond - Simon Grant, Peter Rees Jones, Rob Ward (CRA and CETIS LIPSIG): 2004-04-07
Personal development planning and
ePortfolios in the UK

An important part of the background to the UK situation is the Dearing Report
(available at http://www.leeds.ac.uk/educol/ncihe/), which developed the
concept of "progress files" to include explicitly the two components of
 'A transcript recording students' achievement ...
 A means by which students can monitor, build and reflect upon their personal
development'.

This has given rise to the term "personal development planning" (PDP), and
subsequently to the term "personal development records" (PDR), which are
the outputs and records associated with PDP. PDP is now defined as "a
structured and supported process undertaken by an individual to reflect upon
their own learning, performance and/or achievement and to plan for their
personal, educational and career development". (QAA: Progress Files for
Higher Education, Guidelines for HE Progress Files, 2001.)

The term "personal development portfolio" is also in widespread use, similarly
meaning information under the control of the learner relevant to similar ends.
Audiences for these portfolios

For personal development
 self, tutor, supervisor, mentor, life coach, friend

for assessment and presentation




qualification-awarding bodies
places of learning admissions
membership bodies’ applications
Employers, HR departments
ePortfolio in Wales
« Every child in Wales will
have the opportunity to start
their life long learning
journey by opening their ‘eportfolio’ on their school
computer. From primary to
secondary school to college
individuals will continue on
their online lifelong learning
journey via the integrated
delivery of careers education,
work-related education and
the Progress File. »

Online Progress File

Who am I - self assessment
tests

Results can populate CVs,
action plans, personal
statements

Interactive interview games

My documents & presentation
folders

Focus on the PROCESS
Source: www.careers-gyrfa.org.uk
The ePortfolio in the Netherlands

September 2003: INHOLLAND University introduces one
general system of a digital learning environment at all 15
Schools (also one competence-based learning approach)

September 2003: INHOLLAND University chooses one
digital portfolio system

September 2004: one digital portfolio system (Digital
University of the Netherlands) at all 15 Schools
Expectations for 2006

realisation of the educational concept in all 15 Schools

use of portfolio by all 40,000 students

use of portfolio as a tool for coaching and assessment
purposes

realisation of collaborated learning supported by the digital
portfolio system
Finnish ePortfolio cases
Case
Main purpose
Daycare in the city of Tampere
Pedagogical partnership
Master’s and doctoral program in preschool
education
Development of expertise in preschool education
Special Education studies
Development of pedagogical expertise
Virtual University of Faculties of Education
Teacher’s pedagogical expertise
Music teachers’ ICT-programme
Development of ICT-skills
Dental Studies
Development of Expertise
Professional Licentiate’s program in Digital
Communication
Support of post-graduate studies
Virtual Arena
Support of post-graduate studies
Career project
Career development of experts
ePortfolio
In a digital world, citizens must be able
to present themselves digitally