Telling e-Portfolio Stories Wolverhampton, UK June 10-11, 2009 Samantha Slade A lifelong and life wide learning e-portfolio for immigrants

Click to edit the outline text format Second Outline Level  Third Outline Level Fourth Outline Level  Fifth Outline Level  Sixth Outline Level  Seventh Outline Level  Eighth Outline Level Ninth Outline LevelClick to edit Master text styles Second level Third level Fourth level Fifth level Why an e-portfolio for immigrants? A changing landscape For example, in region of Laval, Quebec:  Immigrants represent 1/5 of the population  More than ¼ of the population has a first language other than French or English  Immigrants have a higher level of poverty and social exclusion (despite their education)  Recruiting and keeping immigrants in the work force is part of the regional strategic plan

immigrants immigration support services learning institutions Lifelong and life wide stakeholders regional development/ employers e-p

Click to edit the outline text format Second Outline Level  Third Outline Level Fourth Outline Level  Fifth Outline Level  Sixth Outline Level  Seventh Outline Level  Eighth Outline Level Ninth Outline LevelClick to edit Master text styles Second level Third level Fourth level Fifth level Within that context, challenges for learning institutions to meet needs percolab and a regional educational authority partnered to explore the potential of e-portfolios to support immigrants and learning and teaching (eventually other partners joined in)

valuing and articulating skills socio- professional integration 21st century citizen experiences work education life language learning local daily life skills workforce eCitizen responsible self-organised networked ePortfolio for immigrants Self-knowledge and self-confidence

immigrants: - open access on web Getting started: Where to position the e-portfolio ? regional development/ labour force - employment agencies - employers immigration support services: - during immigration process (government) - community groups learning institutions - digital literacy (eCulture) - language skills - career guidance

Click to edit the outline text format Second Outline Level  Third Outline Level Fourth Outline Level  Fifth Outline Level  Sixth Outline Level  Seventh Outline Level  Eighth Outline Level Ninth Outline LevelClick to edit Master text styles Second level Third level Fourth level Fifth level A successful pilot phase Showing interest to use it.: ”A course about me.” Validating the pedagogical and technological choices

Click to edit the outline text format Second Outline Level  Third Outline Level Fourth Outline Level  Fifth Outline Level  Sixth Outline Level  Seventh Outline Level  Eighth Outline Level Ninth Outline LevelClick to edit Master text styles Second level Third level Fourth level Fifth level Flexible modular environment with “smart wizards” Lifelong learners = autonomy and control Users can organise, rename, connect, add, adjust as they want!.

Click to edit the outline text format Second Outline Level  Third Outline Level Fourth Outline Level  Fifth Outline Level  Sixth Outline Level  Seventh Outline Level  Eighth Outline Level Ninth Outline LevelClick to edit Master text styles Second level Third level Fourth level Fifth level A “library” of standard structured support activities To avoid the blank page syndrome, but each activity can be moved, removed.

Click to edit the outline text format Second Outline Level  Third Outline Level Fourth Outline Level  Fifth Outline Level  Sixth Outline Level  Seventh Outline Level  Eighth Outline Level Ninth Outline LevelClick to edit Master text styles Second level Third level Fourth level Fifth level Embedded resources, with a learning approach Specific to immigrant context, needs and language level

Lifelong life wide learning e-portfolio Language level 1 Language level 2 Language level 3 Language learning in workplace Finding employmentScrapbook of progress Life

Family and network from birth country Colleagues and immigrant network Teachers and tutors Reflective learning Public web presence – digital identity Potential employers Interaction and feedback ePortfolio

Click to edit the outline text format Second Outline Level  Third Outline Level Fourth Outline Level  Fifth Outline Level  Sixth Outline Level  Seventh Outline Level  Eighth Outline Level Ninth Outline LevelClick to edit Master text styles Second level Third level Fourth level Fifth level Teachers: Using e-portfolios is part of CPD Specifically 2 competencies  integrating technology into teaching and learning  experimenting innovative teaching/learning methods By El Dude, Flickr.com

Click to edit the outline text format Second Outline Level  Third Outline Level Fourth Outline Level  Fifth Outline Level  Sixth Outline Level  Seventh Outline Level  Eighth Outline Level Ninth Outline LevelClick to edit Master text styles Second level Third level Fourth level Fifth level Collaborative approach: towards a learning region Integrate existing resources (standards): improve access to resources and services that are too often hidden, scattered, partial. By Kazuhiko Teramoto, Flickr.com

Click to edit the outline text format Second Outline Level  Third Outline Level Fourth Outline Level  Fifth Outline Level  Sixth Outline Level  Seventh Outline Level  Eighth Outline Level Ninth Outline LevelClick to edit Master text styles Second level Third level Fourth level Fifth level References Widgets for flexible learning and ePortfolios, Yves Otis Creating Flexible User Applications Using Widget Technology, Scott Wilson

Click to edit the outline text format Second Outline Level  Third Outline Level Fourth Outline Level  Fifth Outline Level  Sixth Outline Level  Seventh Outline Level  Eighth Outline Level Ninth Outline LevelClick to edit Master text styles Second level Third level Fourth level Fifth level Samantha Slade My e-portfolio: samanthaslade.ca/wiki This presentation will be available at slideshare.net/sam5