ePortfolios: Theory and Practice

1
ePortfolios Theory and Practice

• Martin Frické

2
What is an ePortfolio

• ePortfolios are collections of personal
  information about a learner that represent
  accomplishments, goals, experiences, and other
  personalized records that a learner can present
  to schools, employers, or other entities. Typical
  uses of ePortfolios go beyond the traditional
  concept of a transcript to include applying for
  jobs, designing personalized learning, and
  tracking career planning.
• http//imsglobal.org/

3
Types

• Assessment ePortfolios
• Demonstrate achievement to some authority by
  relating evidence within the ePortfolio to
  performance standards defined by that authority.
  Example A nursing student submits an assessment
  portfolio as evidence of a specific competency
  requirement.
• Presentation ePortfolios
• Present an audience with evidence of learning and
  achievement. Example a software engineer creates
  a presentation ePortfolio that shows
  relationships between professional certifications
  she has received, code she has written, and
  employment history.
• Learning ePortfolios
• Document, guide, and advance learning over time.
  Example a secondary school student develops a
  learning ePortfolio that allows him to reflect
  upon how technology skills improve over the
  course of a year.
• Personal Development ePortfolios
• Record learning and performance that can be
  reflected on, outcomes of that reflection, and
  future development plans.
• Working ePortfolios
• Combine elements of all the above types and can
  include multiple views of each.
• http//imsglobal.org/

4
Our focus

• Two types of ePortfolio
• Professional ePortfolio
• Competency ePortfolio
• Professional
• Personal, akin to a cv, we will support and
  assist with this. But it is not an assessed part
  of the Masters Degree
• Competency the Reflections
• This is an assessed part of the Masters Degree

5
Masters Competency e-Portfolio

• Background Outcome based learning
• documents the students learning in the area of
  the SIRLS competencies and is a culminating
  experience comparable to a comprehensive
  examination or thesis.

6
Diatribe against competencies etc

• Commodification of learning. Return on
  Investment.
• Competence is concerned with what people can do
  rather than what they know (and separate from any
  learning process)
• Education vs training. Sees education as
  essentially vocational. Aimed at the needs of
  employers
• Etc. Hyland seriously flawed and ill-equipped to
  deal with education and training beyond the level
  of basic skills and, moreover, (is) largely
  irrelevant to teaching and learning in adult
  education contexts. And is a narrow technicist
  approach to education which defines useful
  knowledge in the light of bureaucratic and
  corporate needs.

7
Competency e-Portfolio Two types of document

• Artifacts
• Reflections 12
• Address each of 10 competencies
• Preferably several of the perhaps 10 professional
  development activities
• Milestones (midway, finishing)

8
Competencies A Foundational

• basic principles and concepts, related to the
  creation, organization, management, access, and
  use of information.
• the nature of research, research methods and the
  role of research in library and information
  science.
• the use of information and communication
  technologies in the provision of information
  resources and services.

9
Competencies B Disciplinary Knowledge and its
Application

• the principles of organization and representation
  of knowledge and their application.
• types of library and information professions,
  settings, services, and roles.
• the management of information resources, services
  and organizations.
• the roles of interdisciplinary,
  interprofessional, and community collaboration
  and alliances.

10
Competencies C Ethics

• how diversity contributes to the library and
  information professions and analyze information
  issues from diverse perspectives.
• the values and service orientation of the library
  and information professions.
• the ability to recognize and analyze ethical
  issues and dilemmas in library and information
  settings and propose reasoned courses of action.

11
Competencies Learning Outcomes

• The learning outcomes can be reconfigured as a
  checklist against which student portfolios can be
  reviewed in a process involving self-, peer-, and
  faculty assessment.

12
Competencies Learning Outcomes

• The learning outcomes can be reconfigured as a
  checklist against which student portfolios can be
  reviewed in a process involving self-, peer-, and
  faculty assessment.

13
How we will manage this

• Drupal site http//eportfolio.sbs.arizona.edu
• You have accounts netID
• Change password
• Two person groups
• Reflections