1. Making sure all our ducks are lined up: To ePortfolio and beyond Dr Michael Sankey

2. Some key cultural shifts Conceptual shift to collective intelligence & user participation Conceptual shift to collective intelligence & user participation Web is not just about communication, but also education Web is not just about communication, but also education But we mostly use it for communication But we mostly use it for communication Moved from the Desktop to the Web Moved from the Desktop to the Web From the computer platform to the network platform From the computer platform to the network platform From the personal to the shared From the personal to the shared From hardware to data From hardware to data From fixity to remixability From fixity to remixability So what this all mean? We need to realign our pedagogy So what this all mean? We need to realign our pedagogy

3. Pedagogy 2.0 ‘Pedagogy 2.0 integrates Web 2.0 tools that support knowledge sharing, peer-to-peer networking, and access to a global audience with socioconstructivist learning approaches to facilitate greater learning autonomy, agency and personalisation’ McLoughlin & Lee (2008)

4. So we are left to ask... Do we make it all open or keep it all walled? Do we make it all open or keep it all walled? Outside or inside? Outside or inside? But sometimes we need to be able to close the door – as teaching is about trust But sometimes we need to be able to close the door – as teaching is about trust So how has USQ done this? So how has USQ done this? And where are we going And where are we going

5. Heaps of resources http://www.usq.edu.au/learnteach/topics/tel

6. Moodle Land USQ MoodleMoodle USQ Community Test environments MoodleMoodleMyStaffDesk MoodleMoodleUSQStudyDesk Developers Community of Practice (CoP)

7. The systems Moodle: StudyDesk MyStaffDesk Community Then came Web 2.0

8. Well over 130 social networking sites & Over 3000 Web2.0 apps

10. PLE LMS Management or Facilitation Traditional LMS Activity1 Activity2 Activity3 Activity4 EdCom/OER etc. What we have had What is emerging Activity4 Activity1 Activity2 Activity3

11. The dream The dream Mahara Repository (PLE) Moodle 2 Repository (LMS) Activity 3 Activity 4 USQOpen (OERs) Media repository The walled gardenThe big bad world iTunes U MIT OCC

12. Personal learning environment View 1 For course assessments View 2 For potential employers View 3 For parents or friends Outside environments Outside environments Twitter Flickr YouTube Facebook Artefact 1 Artefact 2 Artefact 6 Artefact 8 Skill 1 Artefact 5 Skill 2 Artefact 3 Group 1 Group 2 Individual 1 Individual 2 PLE

15. ePortfolio example https://eportfolio.usq.edu.au/view/view.php?id=1

16. An ePortfolio or PLE: Allows graduating students to showcase their achievements to potential employers Allows graduating students to showcase their achievements to potential employers For higher studies students, an ePortfolio acts as a sharing point for research collaboration between individuals or groups For higher studies students, an ePortfolio acts as a sharing point for research collaboration between individuals or groups For all, it documents professional achievements For all, it documents professional achievements and... and... So, what can it really do?

17. Provides evidence of Graduate Attributes Provides evidence of Graduate AttributesGraduate AttributesGraduate Attributes 1. Discipline expertise 2. Professional practice 3. Global citizenship 4. Scholarship 5. Lifelong learning Graduate Qualities and Skills

18. Support http://usqstudydesk.usq.edu.au/course/view.php?id=14723 or http://snipurl.com/USQdigitaltools http://usqstudydesk.usq.edu.au/course/view.php?id=14723 http://snipurl.com/USQdigitaltools

19. So how/when did we choose Mahara Need identified 2007 paper from Dr S Reushle Need identified 2007 paper from Dr S Reushle VC asked us to implement an ePortfolio solution VC asked us to implement an ePortfolio solution Discussion paper presented to VCC - 2008 Discussion paper presented to VCC - 2008 Reference group (RG) was formed with reps from each faculty and major department - Early 2008 Reference group (RG) was formed with reps from each faculty and major department - Early 2008 RG reviewed five different products - Aug 2008 RG reviewed five different products - Aug 2008 Main caveat, it had to integrate with our systems Main caveat, it had to integrate with our systems Mahara was chosen (same backend as Moodle) Mahara was chosen (same backend as Moodle) ICT Project formed by ICT Strategy Committee ICT Project formed by ICT Strategy Committee ROI period of 3 years from 2009 ROI period of 3 years from 2009

20. March 1 – November 2 7,061 people have an established record 7,061 people have an established record 12,091 Views have been established 12,091 Views have been established Some basic stats so far

25. We’vecome a long way... and this technology will continue to grow. We’ve come a long way... and this technology will continue to grow.

26. Some quotes "Students today can’t prepare bark to calculate their problems. They depend upon their slates which are more expensive. What will they do when their slate is dropped and it breaks? They will be unable to write. -Teachers Conference, 1703 "Students today depend upon paper too much. They don’t know how to write on slate without getting chalk dust all over themselves. They can’t clean a slate properly. What will they do when they run out of paper?” - Principal’s Association, 1815

27. "Students depend too much on ink. They don’t know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil." -National Association of Teachers, 1907 "Students depend too much on ink. They don’t know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil." -National Association of Teachers, 1907 "Students today depend upon store bought ink. They don’t know how to make their own. When they run out they will be unable to write words or ciphers until their next trip to the settlement. This is a sad commentary on modern education. -The Rural Teacher, 1929 "Students today depend upon store bought ink. They don’t know how to make their own. When they run out they will be unable to write words or ciphers until their next trip to the settlement. This is a sad commentary on modern education. -The Rural Teacher, 1929