ULearn08 Workshop – iWeb ePortfolio PMI

Another ULearn08 Assessment for Learning and ePortfolios workshop activity involved workshop attendees completing a quick PMI of our old ePortfolios created in iWeb.

I have used Wordle to share the results.

The plus. Nice to see students and parents up there as coming to the front of the positives, as well as a variety of learning examples.

The minus. This sums it up really: time comsuming, issues over access to computers and eportfolios for updating, and access to published eportfolios for feedback.

The interesting. Not really highlighting anything, without an attached explanation.

It is always good to get an outside view of what is happening. Often we are so use to something that we don’t see the downside. Although wordle is not the most accurate analysis, it does provide a snapshot of ideas.

In this case it was great to see a lot of consistency between these ideas and our own reflective process after using iWeb as our ePortfolio tool.

#workshop #PMI #ulearn08 #ULearn #wordle

uLearn08 Workshop Presentation

Here is an abridged version of my uLearn 08 workshop presentation, minus any audio or video content, activities, links and of course the all important commentary. If I have time, a slidecast version will be added in the future.

Any feedback would be welcome either here or on SlideShare.

Ulearn08: AFL & ePortfolios

View SlideShare presentation or Upload your own. (tags: 2.0 web)

#AFL #ulearn08 #eLearning #Research #ePortfolio #assessment #formative

Look no further than Google Apps for eportfolios?

Helen Barrett in her latest blog entry has made a big claim regarding Google Apps, formative assessment and eportfolios.

I am now convinced that in GoogleApps (Sites, Docs, etc.) I have found the best free Web 2.0 tool for maintaining an online personal learning environment that can be used for formative assessment in education.

I have a lot of respect for Helen Barrett and have used and referenced her work and research many times. However on this occasion, I do not fully agree.

Google Apps are fantastic. They continue to offer new apps and improve on existing ones all for free. I would be lost without my gmail, docs, calendar and reader. If you were to take a snapshot of my personal learning environment (PLE) and time spent in various web 2.0 tools, GoogleApps would far and away take up the largest slice of the pie.

However, my experiences with Google Sites as a means for pulling together all the strands of an eportfolio for the students at our school, were not entirely successful. I base these thoughts on the set of criteria we developed in order to select the eportfolio tool that best fit what we required to support teaching and learning.

If I take one of the criteria, based on the concept that viewers should not have to click links and download files, it should just be there, embedded waiting for the play button to be clicked…

Ability to demonstrate learning: The ePortfolio solution needs to be able to display (show within the portfolio not provide a link to file) all the possible media that the students will generate or want to share. This includes but is not limited to: podcasts and movies (m4v, m4a, mov), documents (pdf), images (jpg, png, gif) and embedding Web 2.0 content.

In my experiences with Google Sites, this is not possible. Embedding Web 2.0 content just doesn’t seem to work, apart from Google related products. This has caused me many frustrating moments as the embed code is stripped for other content. Again, Google Sites is a great product but are we trying to fit an eportfolio in a package that doesn’t really work?

Regarding the statement of GoogleApps and formative assessment, any tool that supports feedback, reflection and commenting can theoretically support formative practice. However, when one looks at Barrett’s process for developing eportfolios using Google Sites, what I believe is one of the most important aspects of a formative eportfolio, the student acting on feedback and their own assessments to improve their learning, only gets a passing comment at the very end.

The portfolio developer should be given the option of updating the work, based on the feedback and the rubric.

I see formative assessment as being cyclic in nature with the student action as I described above central to the process. After all, self-direction and self-regulation by the student are two very important outcomes. The following diagram (click for larger version) was developed to reinforce this point as part of the big picture of developing eportfolios for learning.

So what do you think? Is the student action component as important as I believe? Are the GoogleApps really the best solution despite my reservations? Let me know!

#HelenBarrett #GoogleApps #docs #google #gmail #sites #apps

eLearning and ePortfolios

I presented to a group of Hawke’s Bay principals today on how how my research and implementation of eportfolios is beginning to effectively pull together the strands of elearning, assessment for learning and the NZ Curriculum. This will be increasingly so as the process of facilitating learning through eportfolios is increasingly embedded in the teaching and learning process.

eLearning ePortfolios

View SlideShare presentation or Upload your own. (tags: assessment formative)

When putting this presentation together I used the coloured pencil as a visual metaphor for the themes and elements of elearning, assessment for learning and the NZ Curriculum. There are lots of different coloured pencils out there just like there are lots of options for designing your schools curriculum delivery model…

#NZ #AFL #curriculumdesign #eLearning #formative #ePortfolios #FormativeAssessment #presentation

Developing Digital Portfolios

I have just read this article:

Developing digital portfolios: investigating how digital portfolios can facilitate pupil talk about learning.

Kate Wall, Steve Higgins, Jen Miller and Nick Packard
Centre for Learning and Teaching, University of Newcastle, UK.

Technology, Pedagogy and Education

Vol. 15, No. 3, October 2006, pp. 261-273

As part of this research project I read a lot of articles in the areas of eportfolios and assessment for learning. Like anything you read, be it a magazine article, novel, or newspaper, as you are reading you can immediately connect (or not) with the text and message. This article was one of those. Throughout reading it I found myself nodding my head and murmuring consent to the ideas and concepts it was discussing as they mirrored some of the central aims of my research.

If you are interested in eportfolios, assessment for learning and thinking skills I thoroughly recommend you source a copy of this article.

Some ideas the conclusions that grabbed the attention of my highlighter:

The combination of a digital portfolio and thinking skills has been revealed to be a powerful one with plenty of scope for development in the primary classroom.
The reflective nature of the pupils’ comments regarding their learning and achievement as part of the digital portfolio gives valuable evidence to support formative assessment theory.
…a digital portfolio has the potential to create independent learners who are responsible for the collection of their own evidence of achievements across the curriculum and this process has impact on the pupils and how they perceive themselves and their learning.

Another couple of reasons why this research interested my was that it included many quotes from students. The students’ voice really gave the article added authenticity for me and less academic blah.

Finally, the fact that this research was undertaken with primary aged children was a breath of fresh air as the majority of research and published articles are predominantly secondary of tertiary education based.

#education #learning #pedagogy #technology