1.  How can we enhance student motivation to create and use the ePortfolio as a learning tool?  What challenges need to be carefully considered?  What options do we have for assessing the ePortfolio?  Example ePortfolios and example assessment patterns

2. Teachers’ beliefs Teacher motivation Students’ beliefs Student motivation Academic results Software user- friendliness Technical support Workload ePortfolios S S S S S

3. Wiki Dreamweaver

5. Teachers’ beliefs Teacher motivation Students’ beliefs Student motivation Academic results Software user- friendliness Technical support Workload ePortfolios Assessment Language Policy Recruitment S S S S S

6. Reflection Critical Thinking Communication Personal Qualities Feedback Goal-settingSelecting Connecting Self-directed Learning Making learning constantly visible How the ePortfolio can Enhance Learning and Teaching Self-assessment IT Skills Learning beyond the classroom

7. The learning portfolio is seen as an ‘authentic’ form of assessment by providing the means to assess students’ ability to set goals, think critically, solve complex problems, work collaboratively and undertake reflective practice. Zubizarreta, J., The Learning Portfolio: Reflective Practice for Improving Student Learning, Bolton, MA: Anker Publishing Company, Inc.2004

8. Portfolios that support Assessment OF Learning Portfolios that support Assessment FOR Learning Institution-centredLearner-centred “Checklist of competencies”“Student’s story of learning”Balance++ http://electronicportfolios.com/portfolios/MontrealWeb2.pdf Slide created by Dr. Helen Barrett, Montreal, 2008

9. What are some of our Options for the Assessment of ePortfolios? No assessment ? A portal for submission of assessed coursework What are the advantages? Multimedia Video Audio Presentations Digital Stories Reflection Quantity & quality Ability to give feedback Response to feedback Goal-setting Evaluating performance Self-directed learning Demonstration of learning Is appropriate evidence presented for the criteria? Development over time Effort Presentation & organisation of the ePortfolio Operational/Technical elements

10. Semester A 2007-08 ELC Courses Spoken LanguageFoundation English One Number of Classes511 Total number of Students 100196 Semester B 2007-08 ELC CoursesSpoken LanguageFoundation English TwoPresentation Skills Number of Classes5138 Total number of Students 100196128 ePortfolios were recently integrated into the following courses in the English Language Centre:

11. MARKSAMOUNT OF WORK AND EFFORT (As evidenced in the paper portfolio) CHOICE OF GOALS, ACTIVITIES AND STRATEGIES (This should be made clear in the digital learning story) REFLECTION (As evidenced in the digital learning story) 5The student has exceeded expectations. All work in the paper portfolio is clearly documented and well organized. The student has consistently chosen clearly appropriate activities and effective strategies based on their own diagnosis of their needs and/or learning style. The student has reflected thoroughly and deeply. They have consistently evaluated both learning materials and their learning process. This reflection is likely to have informed the student’s learning. 4The student has met expectations. Most work is clearly documented and the paper portfolio is organized. The student has often chosen appropriate activities and strategies with some reference to their own diagnosis of their needs and/or learning style. The student has evaluated all the activities chosen for their learning story. They have reflected well on learning materials and/or their learning process. 3 2The student has perhaps not met expectations but has still done some work. Documentation may be patchy. Some (or few) of the activities chosen are appropriate to student’s needs. The student has made little reference to learning strategies, to their own diagnosis of their needs and/or learning style. The student has made some attempt to reflect on and evaluate most activities chosen for their story. However, this reflection lacks depth and is unlikely to have had much impact on the learning process. 1 0The student has clearly failed to meet expectations. There is no evidence of student’s work. No activities chosen are appropriate to student’s needs. There is no reflection on the learning process.

12. Above and beyond the basic requirement 2 Has met the basic requirement 1 The basic requirement has not been met 0 Compulsory content More than the required content has been added All required content is present Some required content is missing Reflection (other than the reflection on independent learning) The reflection is likely to have informed the student ’ s learning. It illuminates some evidence and may refer to goals. Some attempt at reflectionNo attempt at reflection Creativity Creative without unnecessary distractions. Some creative elements. There may be some unnecessary features that detract from the content. Students have not added any of their own creative elements Layout and text elements The layout is neat throughout with well-defined parts. Spacing, colour and textual features enhance readability. The layout is generally neat. There may be some overlap with topics/content. The text is reader-friendly. Sometimes difficult to read and/or poor layout. Ease of navigation (Operational) Navigation is clear. All the links work and there are no dead-ends. User-friendly Navigation is clear for the most part. All links to required content work. Some links are not obvious to the reader. Not all links to required content work. GLOSSARY OF TERMS Required content refers to: A self-introduction; English language goals; The hometown feature article; The survey report; One audio or video example of the student’s spoken English. A video clip should not be more than 1.5 minutes long. An audio clip should not be more than 2 minutes long. Students can choose to include one or more of the following: A video or audio self-introduction A video clip of the mini-talk A video clip of the talk/presentation describing the results of the survey A video clip of the final project presentation Reflection illuminates evidence: The student has made clear what the evidence demonstrates and why they have selected it. A dead-end: There is no way of getting out of the page without clicking on the ‘Back’ button on the Internet toolbar. Navigation does not refer to the technical aspect of the links, but the conceptual aspect. Has the student pointed out why the link is there so that the reader knows what to expect when clicking on it?

13. Assessment Descriptors One and Two attached My Presentation Skills ePortfolio Learning Record Course Intended Learning Outcomes ____________________________________ Buddy ’ s feedback on my self-introduction _________________________________________________________ My self-introduction (1.5 minutes) My reflections on this feedback and on my self-introduction ____________________________________________________________________________ My Personal Goals __________________________________________ Feedback from my teacher _____________________________________________________________________________ My reflective response _____________________________________________________________________________ Feedback from my classmates on practice mini-presentations done in class _____________________________________________________________________________

14. Windows Media Video 40-second clip Group Presentation Windows Media Video I-minute clip Assessment Two Individual Presentation Windows Media Video (1.5 minutes) a) Demonstrate that you have achieved the course ILOs. b) Has the ePortfolio helped you in your learning? How? Or, why not? c) What, in your opinion, do you still need to work on to get better at presenting? My response to my classmates ’ feedback _______________________________________________________ ASSESSMENT ONE – GROUP PRESENTATION My reasons for selecting this clip: ________________________________________________________ Feedback from my teacher and/or buddy ________________________________________________________ My reflective response ________________________________________________________ Reflection on my progress towards the course ILOs and my own goals ________________________________________________________ ASSESSMENT TWO – INDIVIDUAL PRESENTATION How does this clip demonstrate my learning outcomes? ________________________________________________________ ASSESSMENT THREE – INDIVIDUAL PRESENTATION VIDEO (Demonstrating my progress and what I have learned)

15. E-Portfolio01 - 234 - 5 Part 1: COURSEWORK No work done/ submitted or portfolio inaccessible Effort Little effort has been made to meet expectations. Passable All required content is present and in some cases expectations exceeded. Quality of Reflection Very little attempt to reflect on feedback given and on his/her performance. There may have been difficulties identifying weaknesses. Reflection is likely to have informed learning. Strengths and weaknesses identified, evidence of having worked on weaknesses. Score 10/20 Part 2: REFLECTION VIDEO Presentation Skills Delivery problematic. Presentation not listener- friendly and/or inadequate effort made to apply course concepts PassableCourse concepts applied effectively. Presentation is confident, clear and well organized. Quality of Reflection Very little reflection on the course, inadequate attempted achievement of goals, and little idea of future development needs. Intelligent all round reflection on the course, attempted achievement of goals and a clear idea of future development needs. Score 10/20 Total 20

16. Points to Consider when Integrating the ePortfolio into a Course  Don’t treat the ePortfolio as an add-on.  Is any restructuring of the course necessary?  What value are we adding to the learning process?  What can we do so as NOT to increase the workload for the teachers?  Is it necessary to increase the workload for the students slightly?  How can we promote the benefits of using the ePortfolio as a learning tool to our students?  Make the ePortfolio software as user-friendly as possible without compromising on the look of the product.  Make technical support continually available.  Can we give students the freedom to be creative, to add personal elements to their portfolio and to acquire a sense of ownership?

17.  In what way can we build a meaningful collaborative learning element into the ePortfolio structure?  How can we train our students to reflect meaningfully on their learning?  What is the easiest way to build in a mechanism for self, peer, teacher feedback and response?  Would it be helpful to provide any structural templates?  Students should write the intended learning outcomes of the course in their ePortfolio.  Students should demonstrate how they have achieved the learning outcomes of the course.  How is the learning going to be assessed in the ePortfolio?  What criteria should we provide for the assessment of reflection?