e-portfolio work as a means to individualise and to assist a more comprehensive view of what we experience, because of elements of meta-cognition. Announcement of an introduction to portfolio work.

1. ePortfolio – a Comprehensive View?
Switch SIG-ePortfolio, December 8, 2011
Andy Hediger, Institute for Research in Open-, Distance- and eLearning (IFeL)

2. While preparing for today’s meeting,
we always had the idea to introduce a portfolio course.
We will do that… with a little detour.

3. As I was looking for a starting point, a colleague has found
for me the announcement of an ePortfolio-Workshop (February 2009):
It was cancelled because of lack of interest.

4. What learning objectives did they have?
how to use an ePortfolio in instruction
know the differences of various kinds
of ePortfolios
start an ePortfolio with the LMS xyz
I was considering this.

5. These points caught my attention:
1. we tend to think as «teachers
/students» about ePortfolio work how to use an ePortfolio in instruction
2. we tend to discuss differences, know the differences of various kinds
of ePortfolios
not concepts in common
start an ePortfolio with the LMS xyz
3. we tend to picture something
like an LMS around ePortfolios

6. These points caught my attention:
1. we tend to think as «teachers /
students» about ePortfolio work
I remembered how we started
an ePortfolio module
for social work students in 2007.
Problem:
they had to do it from scratch
and only for that module.
Screenshot: moodle.fhnw.ch, 2007

7. The approach was not
comprehensive.
Individual students (and teachers)
usually don’t succeed in
implementing portfolio work.
Screenshot: moodle.fhnw.ch, 2007

8. It was only one method,
chosen for one curriculum goal.
So: individual module, teacher,
students and method
(and a gap in ICT skills)
Screenshot: moodle.fhnw.ch, 2007

9. … and I was doing it again:
trying to write a course
for portfolio work all alone and
– with too little time
Screenshot: Draft of ePortfolio-Course at FFHS

10. … with too little time, but with Alice:
all sequences will have a model in
Alice’s work on her learning portfolio
about her adventures in wonderland
From within a PDF on http://www.oriental-art.it/bc/etichette.htm

11. Learning Objectives
Know the concepts
build a feeling of trust, achievement and positive value
No bad ideas though ;) feedback-culture
talk with coaches and peers for orientation and guidance
individualise learning steps
Realize a sequence of portfolio work
collect and choose (scan, cut, copy, decide on
detail, format…)
publish and communicate (write, comment, create &
design, publish, define views/public, get feedback, post to
forums)
reflect (take time to think, compare against similar/others)
assess (compare against grid of skills, consider and
evaluate the achievement, talk to others/coaches, get
orientation)
Consider portability
test early with a small amount of materials
evaluate possible future stages

12. … but like a good teacher,
I was acting individually,
whereas first,
I should have considered
implementation and sustainability
of such a course
Screenshot: Draft of ePortfolio-Course at FFHS

13. … so fortunately I stopped writing
portfolio work is meant to individualise, not to isolate

14. and back again to
these points caught my attention:
we tend to think as «teachers»
about ePortfolio work
2. we tend to discuss differences, Assessment Portfolio
not concepts in common Development Portfolio
Learning Portfolio
Reflective Portfolio
Showcase Portfolio
etc.

15. we tend to think as «teachers»
about ePortfolio work
What are the concepts in common?

16.  an ePortfolio is an
archive and showcase
for competences /
knowledge
and their history
 just like a modern library
http://inhabitat.com/stuttgarts-stadtbibliothek-library-is-a-glowing-rubiks-cube-inspired-haven-for-readers/

17.  ePortfolio:
archive and showcase
So it’s just lots of artefacts
in a browser window?

18.  ePortfolio:
archive and showcase
So It’s just a list of artefacts
in a browser window ?
What is the
additional
value ?
http://www.bloghomedesign.com/modern-library-and-social-center-%E2%80%93-library-fujimoto-by-sou-fujimoto/modern-library-fujimoto-and-social-center-learning-space/

19. A more comprehensive view
It is a process
rather
than a product.
Nick Rate: http://www.core-ed.org/why-use-e-portfolios-%E2%80%93-core-breakfast-seminar-nick-rate,
quoting: Kay Burke, Robin Fogarty, Susan Belgrad: The Mindful School. The Portfolio Connection

20. A more comprehensive view
There are many
specific metacognitive
activities.
Nick Rate: http://www.core-ed.org/why-use-e-portfolios-%E2%80%93-core-breakfast-seminar-nick-rate,
quoting: Kay Burke, Robin Fogarty, Susan Belgrad: The Mindful School. The Portfolio Connection

21. The additional value of ePortfolio work is a
more comprehensive view
of what we experience, because of elements of metacognition.
make experiences
project
respect collect artefacts
select
communicate
edit and design
define views personalise
reflect

22. Comprehensiveness can also bring a larger perspective
make experiences
project
respect collect artefacts
select
communicate
edit and design
define views personalise
reflect

23. Comprehensiveness can also bring a larger perspective
Didactic Strategy and Concepts
Institutional Implementation
Communication Concepts Infrastructure and Support – Didactics: A. Hediger
and Competences – Communication: origin uncertain (online)
– Infrastructure: origin uncertain (online)

24. • Structure
Didactic Strategy and Concepts • Dialogue
• Autonomy
there are lots of common concepts
to be defined
for portfolio work
Communicative Concepts Infrastructure and Support – Didactics: A. Hediger
and Competences – Communication: origin uncertain (online)
– Infrastructure: origin uncertain (online)

25. the 3rd point will be
solved with solutions like mahara…
how to use an ePortfolio in instruction
know the differences of various kinds
of ePortfolios
start an ePortfolio with the LMS xyz

26. found an article about
E-Portfolios an introduction to portfolio work
by virtual hochschule bayern
Silvia Sippel, Marianne Kamper & Alexander Florian
Studierende zur E-Portfolio-Arbeit befähigen.
Erfordernis einer Einführung in Theorie und Praxis

27. The authors explain
E-Portfolios their development of an online course
based on theory and
a role play portfolio by participants.
Studierende zur E-Portfolio-Arbeit befähigen.

28. http://lernen-unibw.de/projekt/e-portfolios-an-der-hochschule
....a weak point in e-portfolio practise is up to now
the preparation, knowledge and skills of learners, who are
often neither informed about the goals and the requirements
nor about possible difficulties above all with self reflection.
…the project support of e-portfolio-competence is set up
exactly from this point […] and provides:
 background information and knowledge about e-portfolios
 introduce self reflection by means of a didactic role play,
that relieves students of their own self reflection.

29. The course was developed at the institute
Lehren und Lernen mit Medien (Prof. Dr. Gabi Reinmann,
Universität der Bundeswehr München)

30. the course is
set up and
tutored using
mahara

31. The developer team has written lots of resources about the
course concept and methods, like this presentation by M. Kamper:

33. Example of a role description
Wissenschaftliche/r MitarbeiterIn
Sie arbeiten als Postdoc im Bereich [... ...] entschließen Sie sich dazu, begleitend zu
Ihrer Habilitation ein E-Portfolio zu führen. So verlieren Sie nicht den Überblick und
können Ihre Erkenntnisse und methodischen Überlegungen systematisch festhalten
und darstellen.
Unternehmen: Universität, philosophisch-sozialwissenschaftliche Fakultät
Ziel(e): Dokumentation, Reflexion und erfolgreiche Durchführung der Arbeitsphasen
innerhalb der Habilitation

35. All of the elements did match our needs.
Therefore I contacted Ms. Kamper and asked her about a possible
collaboration. I got a very friendly answer and the result of the
following communications is this proposal:
 We will get a license for the course by the virtuelle hochschule
bayern, provider of the course.
 We will establish a team of Swiss tutors.
 M. Kamper will help us to adapt and set up the course in
Switzerland as instructor and coach in a pilot version.
 The course will be provided by IFeL (and hosted by Switch).
 French version could be realised together with a partner institution.

36. We’d like to finish this overview «Die Analyse der gesamthaften
with one of the starting points of Ergebnisse zeigt, dass trotz teilweiser
this discussion: Unbekanntheit des Begriffs E-Portfolio
grundsätzlich ein Bedürfnis nach
SIG-ePortfolio sees the chance einem schweizweiten E-Portfolio-
of an introduction to portfolio- Konzept auszumachen ist.»
work as a starting point for
a concept based implementation Raffael Furrer
within Swiss universities Möglichkeiten und Grenzen eines
schweizweiten E-Portfolio-Konzepts
… and to get a comprehensive BA, Uni St. Gallen, 2007
view on portfolio work.

37. Thank you for your attention.
andreas.hediger@ffhs.ch