Transcript Slide 1

Developing an ePortfolio culture
from the early years
Primary teacher
Elizabeth Hartnell-Young
[email protected]
Learning Sciences Research Institute
Culture
• A way of life that develops over time –
about who we are and how we do things
‘popular culture’
• Systems of knowledge building
Bottom–up, top-down
* Collective culture * Language and frameworks of Accountability
* Measurable learning outcomes
* Technical Standards
BUILDING KNOWLEDGE
* Personal
* Individual voice
* Local language * Local software * Flexibility
Elements of an ePortfolio culture
• all members have access to a wide range of
resources of software and content that
assist planning, creativity and skill
development,
• all members are able to capture evidence of
processes and outcomes ‘as they happen’,
• teachers scaffold and value reflection in
many forms,
• learners monitor their own learning,
Elements of an ePortfolio culture
• all members understand of various purposes and
audiences for ePortfolios,
• all engage in feedback and collaboration within
and beyond institutional boundaries,
• teachers and students take account of the
potentially sensitive nature of the personal
information in ePortfolios, clarifying security,
privacy, copyright and ownership issues from the
outset.
Elements of an ePortfolio culture
• all members use a range of evidence to monitor
their own and institutional practices over a period
of time.
Benef
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s of u
sing e
-portf
olios
s pa c e
& onli
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ne
think a
bout le
arning
organis
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bett er
plan h
ow to
P rima
improv
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unders
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tand w
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FE /S e
ork
c onlin
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e s pac
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FE /S e
c eport
folio
Purposes & Tools
E-portfolios to present for
different purposes
Tools to support
processes
Celebrating learning
Personal planning
Transition/entry to courses
Employment applications
Professional registration
Capturing & storing
evidence
Reflecting
Giving feedback
Collaborating
Presenting to an audience
Space (local or remote) to store resources
and an archive of evidence
Capturing evidence
Early years’ repository
Year 6 Collaborating & Reflecting
Class space
Students use everyday tools
• I have MSN for chatting to my mate,
emailing my mate. We like to gossip. It
has helped me with my homework.
Secondary student
• ‘It is nice to have an area you can put
stuff that you can be proud of, like in
MySpace.’
Further Education student
• ‘Students come in with their iPods,
where they’ve co-ordinated all their
presentations. I get them to save them
on the system.’
Secondary ICT Coordinator
Student using mobile
phone for locationbased activity
•Dean C
•Grade Seven 2001
•Collecting Mp3Z , surfing the net & listening to music
•Fav Bands Limpbizkit & Silverchair
•Fav Songs My Generation,open fire & rollin’
•Fav Sports Basketball,T-Ball & Cricket
• Proudest moment Best man at my brothers Wedding
•Worst moment Loosing 1st Basketball grand Final
Teachers create ePortfolios
• ‘I thought it would be a good way to a keep a portfolio
of evidence of work on the website. So here is my
portfolio. If OFSTED comes in and asks me about where
is my evidence of work it’s on here. And then I can get
rid of those myriad bits of paper that we collect.’
Vocational teacher’s repository
Assessment for learning
• a way of ‘valuing things around here’. Making
judgements about what is communicated through
ePortfolios at different points on the lifelong
learning journey.
• ‘It has to reflect the curriculum, otherwise there’s
no point, it’s just an extra. And if it’s seen as an
extra it’s not going to be used.’ Teacher
• Next, we need to use the knowledge to influence
curriculum change about what is valued.
The audience’s task
• How to interpret? Making sense of the outcomes of
whatever observations or measurements or
impressions we gather, explaining, appreciating and
attaching meaning to the raw ‘events’ of
assessment.
• How to respond? Finding appropriate ways of
expressing our response to whatever has been
assessed and of communicating it to the person
concerned and others
(Rowntree, 1977, p 81)
You are the audience
• How to interpret?
• How to respond?
• What first impressions do you gain about the author
from an artefact?
• What comments do you have on the form of the eportfolio?
• What learning does the content display?
• What problems are there in communicating learning
in this way?
ePortfolio artefacts
• Movies of students
– ABC on mobile phone
– Early years 1
– Early years 2
– Young game designers
• Reflective E-journals of university students
– PPT
– movie
samples
• Web format
– Beginning teacher’s ePortfolio
– University students’ ePortfolios
• Movie format
– Secondary student’s ePortfolio
To what extent should we develop
an ePortfolio culture?
• What are the
challenges?
• Opportunities?
• Resources?
Acknowledgements
• LSRI ePortfolio research team
• Peta Wyeth, LSRI; Chris Evans, University of
Technology Sydney; Adrian Hall, Steljes
• Students of University of Technology, Sydney; Carr
Hill Primary School, Notts; Debney Park Secondary
School, Victoria; West Berkshire schools; Kormilda
College, NT, Australia
• Becta
References
• Becta report (forthcoming). Impact of e-portfolios on learning.
• Green, H,. & Hannon, C. (2007). Their space: education for a
digital generation. London: DEMOS.
http://www.demos.co.uk/publications/theirspace
• Hartnell-Young, E. (Ed.) (2007). ePortfolio Australia: Imagining
new literacies. Melbourne: ePortfolio Australia.
• Hartnell-Young, E., & Morriss, M. (2007). Digital Portfolios:
Powerful Tools for Professional Growth and Reflection. Thousand
Oaks: Corwin.
• Hartnell-Young, E., & Ellis, J. (2006). Bottom up meets Top down:
ePortfolios in Australian schools. ePortfolio Oxford, October.
• Rowntree, D. (1977). Assessing Students: How shall we know
them? London, Harper and Row.
[email protected]