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‘By spring 2008 the DCSF expects your learners to have access to a personal online learning space.’ ‘….with the potential to support an e-portfolio.

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Presentation on theme: "‘By spring 2008 the DCSF expects your learners to have access to a personal online learning space.’ ‘….with the potential to support an e-portfolio."— Presentation transcript:

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5 ‘By spring 2008 the DCSF expects your learners to have access to a personal online learning space.’ ‘….with the potential to support an e-portfolio (provided by their local authority)’ ….to support assessment for learning, personalisation…. Learner engagement…. e-portfolios…. Tools and services - providing communication tools such as email, messaging, discussion forums and blogs.

6 A collection of digital resources; That provide evidence of an individual’s progress and achievements; Drawn from both formal and informal learning activities; That are personally managed and owned by the learner; That can be used for review, reflection and personal development planning; That can be selectively accessed by other interested parties e.g. teachers, peers, assessors, awarding bodies, prospective employers.’ ‘Definitions of an e-portfolio tend to include the following elements: Helen Beetham (2005) http://www.jisc.ac.uk/uploaded_documents/eportfolio_ped.dochttp:// www.jisc.ac.uk/uploaded_documents/eportfolio_ped.doc

7 Mirror Map Sonnet Theoretical Act Story Journey Laboratory Test Showcase Celebration of Learning Across the Lifespan Comparison with Financial Portfolios Campfires around which we tell our stories My digital clone My work companion My butler My dashboard My planner Toothbrush My IPR manager Caterpillar Confessional Kaleidoscope Window(s) Tail-end-Charlie Gatekeeper Constant Companion Festival http://electronicportfolios.org/metaphors

8 To see how portfolios can be a Window into the Learner’s Mind, it takes time to examine the student’s work and accompanying reflections. It may be helpful to first review the work, then the reflections, and then go back to the work to see what students did (visible in the work sample), along with how they did it and what they learned (in the reflection). ‘Multiple Intelligences and Portfolios’

9 Linguistic Logical- Mathematical Bodily- Kinesthetic Visual- Spatial MusicalNaturalistic InterpersonalIntrapersonal Ethical- Spiritual Problem- Identification Problem- Solving Communicating Solutions Idea from ‘Multiple Intelligences & Portfolios’ by Evangeline Stefanakis

10 contexts needs pleasure social physical fun interests cognitive aesthetics rational aspirational intellectual desires feelings expectations Idea from a dissertation by Eva de Lera, University of Cataluña

11 19 th Century thinking for 21 st Century technology?  Old perceptions of what media an e-Portfolio might contain,  Lack of confidence and experience of new technologies,  Lack of imagination re Helen Barrett’s metaphors,  Lack of encouragement by examination boards and assessors,  Lack of understanding of how people want to represent themselves.

12 Old university styles  Use of the e-Portfolio for content delivery only,  Traditional didactic styles often decades old,  Failure to invest in imaginative resources,  Limited to internal use eg for PDP,  Lack of understanding of how e-portfolios can be used for Lifelong, Lifewide Learning.

13 Industry not equipped  Few workers have their own computer workspaces whilst at work,  Larger industries train for own skills- developments only,  SMEs do not have the resources for staff- development,  Personnel are often more mobile,  Lack any interest in how e-portfolios can be used for Lifelong, Lifewide Learning.

14 Confessions of a Teacher at http://lissylea.blogspot.com/2009/06/arrrgh.html The parents were all amazed at their child’s e-portfolio. The children ran their conferences. They showed their parents their e-portfolios and I was there to make comments about the feedback that I had posted on their goals. It was great to see some parents who were very unsure about e-portfolio take delight in the fact that the children were leading the show. The parents were all amazed at their child’s e-portfolio. The children ran their conferences. They showed their parents their e-portfolios and I was there to make comments about the feedback that I had posted on their goals. It was great to see some parents who were very unsure about e-portfolio take delight in the fact that the children were leading the show.

15 A government drive to make computers and the internet more accessible to low-income families has been so successful that funding is extended to allow more families to benefit from the scheme. Since the launch in February 2009, over 7,500 applicants have benefited in the pilot areas. Home Access will ensure every learner has an equal chance to tap into the benefits of the internet to enhance their learning. The £300 million Home Access programme aims to deliver equal learning opportunities to the 35 per cent of families that currently have no access to the internet at home. A government drive to make computers and the internet more accessible to low-income families has been so successful that funding is extended to allow more families to benefit from the scheme. Since the launch in February 2009, over 7,500 applicants have benefited in the pilot areas. Home Access will ensure every learner has an equal chance to tap into the benefits of the internet to enhance their learning. The £300 million Home Access programme aims to deliver equal learning opportunities to the 35 per cent of families that currently have no access to the internet at home.

16 1.It is portable: It cannot be located in any one institution or embedded within a proprietary VLE. 2.It is personal: It is ‘owned’ by the user and is customisable to the user’s age, stage and style. 3.It is generic: It is not modelled on any particular curriculum delivery system nor content. 4.It is Web2.0: It should be compliant with all generic formats within the application. 5.It is MIS-free: It is not ‘hard-wired’ to any institution’s MIS infrastructure. 6.It is ‘lite’: It is not a permanent repository of all of a user’s files, rather a ‘transit camp’. 7.It is lifelong: Ownership must be maintainable as a continuity, ‘5-95’. 8.It is lifewide: It is capable of being used by all ages and abilities through a wide range of assistive templates. 9.It is accessible: It must recognise common standards of accessibility in terms of both outputs and inputs. 10.It is credible: Summative Assessment linked to a secure repository ie the awarding body or a central MIAP/Minerva archive.

17 The Pupil The Teacher The Form-tutor The teacher (personal) Member of SLMT Governors Parents The New School Mentors Collaborators/peers Careers Counsellors Private tutors W/E Placements OCR Assessors UCAS FE/HE interviews Potential Employers Tribunal panel members

18 Showcasing – via permissions; Customisation – menus, pages, fonts, graphics; Gatekeeper – a ‘filter’ on what to present; Mentoring – ‘academic God-parents’; Collaboration – safely with peers; Favourites – my shortcuts/URLs; Personal Organisation – an electronic ‘Planner’; Planning – both formal and informal; Feedback – from ‘friends’ and teachers; Reflection – a place for quiet contemplation; Monitoring – a personal log of grades, comments; Assessment – what I do and how I do it.

19 Sophie at 7 years old

20 Sophie at 12 years old

21 Sophie at 17 years old

22 Sophie could have chosen the Diploma route

23 Sophie as a young professional

24 Well, if my mother-in-law can do it …..?

25 Link

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