Diapositiva 1

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Session 2Information taken from the
HandbookRealising the Digital Portfolio an
instruction manual and the Italian book
Valutare le competenze informali. Il portfolio
digitale, Carocci 2008

• both edited by Anna Maria Ajello Cristina
  Belardi

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• Session 2
• Creation of a digital portfolio the process.

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Premises
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The present slideshow Session 2 has been worked
out to stress the specific phases and tools to be
implemented and used in the digital portfolio
making process (Methodology).
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Premises
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The information provided must be read taking into
account the Handbook Realising the Digital
Portfolio an Instruction Manual to which they
refer. To deeply understand the methodology
proposed it is necessary to read carefully the
Handbook above mentioned.
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Premises
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• Before starting, please remind that the following
  information are strictly connected to the ones
  presented in
• Session 1 - Theoretical aspects substantial
  information and definitions
• Technical guidelines. How to use the Platform
  (Sessions 1-2-3).
• Both available on line

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Premises
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As pointed out in Session 1, the digital
portfolio is a very functional tool to valorise
the everyday knowledge acquired by people in
specific learning contexts, not yet formally
recognised.
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Premises
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The digital portfolio creation process, in fact,
is strictly related to the making such knowledge
visible, since certification requires agreements
- between different Institutions at
national/international level - based on
assessment criteria.
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Premises
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The methodological model proposed has already
been tested within a previous project on
subjects representing different social
disadvantages (e.g. disabled, drug addicts, drop
outs and immigrants), but it can be applied on
wider target groups.
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Introduction
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• In general, the method is being applied by
• realising meetings and interviews between the
  tutor and the user
• collecting material already ready to prove what
  ones can do (proofs) and creating new material
• using different typologies of tools (e.g. PC,
  scanner, digital camera, etc.)
• implementing a 5 phases-process.

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What could we put in a digital portfolio ?
Introduction
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• Personal data
• Proofs for Formal Learning certificates/diplomas
  showing the qualifications achieved by the user
  inside traditional education/training structures
  and pathways formally recognised

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Introduction
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• 3. Proofs for Non Formal Learning certificates
  issued by organisations not formally recognised
  self-declarations or letters/references of a
  teacher or a tutor photos/videos (optional but
  suggested).
• 4. Proofs for Informal Learning
  self-declarations or letters from employers
  photos/videos (requested).

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Introduction
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• Equipment requested.
• To implement the whole process of making a
  digital portfolio, it is necessary to have
• a PC with Internet Connexion, Cd/DVD reader and
  recorder, word processor
• a scanner
• a digital camera with USB connection.

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! NOTES
To report problems or ask for help, have been
created two specific e-mail addresses, that you
will find in every page of the platform. methodol
ogical_at_tipeil.eu this address regards
difficulties you may encounter in applying the
methodological process implied in the
creation/collection of the digital portfolio.
Please send your message, partnership experts
will answer you. technical_at_tipeil.eu this
address regards technical problems concerned only
with the use of the platform or softwares related
to the creation of the material to be uploaded
(images, videos, etc.). Please send your message,
partnership technicians will answer you.
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First Phase
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First Phase

• Tools to be used
• a PC with Internet Connexion, Cd/DVD reader,
  word processor (in case, examples of
  digital/paper portfolios already created) .

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First Phase

• Objectives
• to conclude a good working agreement and to
  start planning the portfolio.

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First Phase

• Activities
• analyse the reasons why the user would like to
  make his/her own portfolio (goals to reach)

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First Phase

• explain to the user the process goals, describing
  what a digital portfolio is, and the extent of
  the involvement requested to both (user and
  tutor), stressing the importance of a mutual
  cooperation.
• It is useful, at this point, to illustrate the
  differences among the three different types of
  learning concerned.

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Second Phase
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Second Phase

• Tools to be used a paper folder for each user, a
  computer, sheets of paper.
• Objectives to analyse and choose the proofs of
  formal and non-formal learning to be included in
  to the digital portfolio.

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Second Phase

• Activities
• provide user with a paper folder paper
  portfolio that will precede the construction of
  the digital version on line and on Cd Rom (final
  output).
• prepare a Word file with his/her personal data
  (e.g. name, surname, family status, date of
  birth, country of origin, telephone, etc.

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Second Phase

• analyse with the user his/her institutional
  education
• list on a sheet of paper the diplomas he/she
  obtained from education/training Institutions
  (e.g. School, University, etc.), as evidence of
  his/her formal learning

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Second Phase

• analyse non-formal learning activities
• think about evidences of NFL and list them
  Certificates obtained in training centres which
  are not officially recognized, Self-declarations,
  References like letters from an employer, etc.

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Second Phase

• sum up all the proofs of the formal and
  non-formal learning
• suggest, comment on and explain the reason why
  s/he chose those evidences (to help the
  meta-cognitive process ).

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Notes

• To integrate proofs related to Non formal
  Learning, the tutor and the beneficiary can
  decide to add also photos or videos (material
  already ready or new one).

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Third Phase
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Third Phase

• Tools to be used an interview model sheets of
  paper a PC with Internet Connexion and Cd/DVD
  recorder a scanner a digital camera with USB
  connection a software for the editing of
  images/photos a video captures software (e.g.
  Windows movie maker) an audio recorder software
  and a microphone.

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Third Phase

• ! Please note that a few freeware softwares are
  suggested and have been detailed in the
  Technical guidelines available in download.
• You can find the same information in the help
  function available inside the web based platform
  created to make the digital portfolio.

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Third Phase

• Objective Begin to structure the digital
  portfolio and to realize a semi-structured
  interview in order to analyse the users informal
  learning and to favour the process leading to
  awareness.

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Third Phase
Analysis of IFL through a semi-structured
interview
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• A kind of research process in which both the
  tutor and the user are involved.
• The tutor supports the person in the collection
  of data concerning his informal competencies
  through a process of active interpersonal
  communication between the tutor and the young
  person.
• Useful tools 2 interview models

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• Each interview model covers a specific context of
  informal training (i.e. work and free time).
• The models allow the tutor to take notes
  concerning the data collected during the
  semi-structured interview and to summarise the
  various activity systems in which the young
  person is competent.

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• The tutor asks the user to describe the
  activities in which s/he has taken part in the
  various informal contexts and tries to get a
  particular insight

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• the methods and sources of learning
• the tools that the person has learned to use in
  order to realise those activities
• the type of products resulting from it, which are
  the visible results of these activities.

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Third Phase
Interview model n.1 working activities
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• Following are a few examples of questions to be
  addressed to the person, about IFL that takes
  place inside working contexts
• What kind of working activities did you take part
  in so far? It does not matter if s/he had
  official working contracts or not, we care for
  what s/he learned.
• ?Write it down in the activity column.

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• How did you learn to do that kind of work ? Did
  someone help you ? How ?
• ? Write it down in the Methods and Sources of
  Learning column.
• Which are the tools of your job ?
• ? Write it down in the tools column.

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• Which are the products/outcomes of those working
  activities ?
• ? Write it down in the products column.

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• Lets think about the proofs (also photos and
  videos) s/he could put in the digital portfolio
  to make visible what s/he has learned while s/he
  was involved in those working activities.
• ? Write it down in the proofs column.

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Example Grid n. 1
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Third Phase
Interview model n. 2 spare time activities
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• Following are a few examples of questions to be
  addressed to the person, about IFL that takes
  place during the spare time (hobbies)
• What do you usually do in your spare time ? We
  are interested in analysing every type of
  activity (e.g. from the housecleaning to sport).
• ? Write it down in the activity column.

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• How did you learn . for example to cook cakes ?
  Did someone help you ? How ?
• ? Write it down in the Methods and Sources of
  Learning column.
• Which tools do you use during those activities ?
• ? Write it down in the tools column.

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• Which are the products or the outcomes of those
  activities ?
• ? Write it down in the products column.

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• Lets think about which of those activities you
  would like to put into your portfolio, then lets
  think about the proofs (also photos and videos)
  you could put to make visible what you have
  learned while you were involved in those
  activities.
• ? Write it down in the proofs column.

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Example Grid n. 2
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Additional Notes

• At the end of the semi-structured interview, the
  tutor summarises all activities that the user is
  able to perform - highlighting the persons
  informal competencies - and then asks him/her to
  choose which competencies are the most important
  in his/her opinion, and should be included in
  his/her portfolio.

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Additional Notes

• One of the aspects to which the tutor must pay
  attention when making the interview for the
  analysis of competencies acquired in informal
  learning contexts, regards the
• tendency of the young persons to marginalise the
  importance of such competencies.

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Additional Notes

• The tutor must guide the person through the
  realisation of the digital portfolio, without
  substituting his/her choices, but realising a
  scaffolding activity, which means a psychological
  support (emotional and cognitive).
• (Wood D., Bruner J., Ross G., 1976)

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Additional Notes

• The proofs of informal competencies that can be
  included are, for example
• Letters from employers
• Self-declarations
• Photographs of products produced in work-related
  activities and in free time
• Video-audio recordings

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Additional Notes

• Photos represent a static recognition of products
  and, therefore, static proof of competencies that
  are acquired in informal contexts.

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Additional Notes

• At the end of this phase (the third), the tutor
  will fix a new appointment with the user in which
  he will ask him to bring the products to be
  photographed or the photographs already taken
  with a digital camera.

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Additional Notes

• Further, the two (tutor and user) must come to an
  agreement concerning the video to be recorded, in
  other words, the activity - realized in informal
  contexts - to be filmed, where (place) the
  filming should take place, etc.

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Fourth Phase
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Fourth Phase

• Tools to be Used a PC with Internet Connexion
  and Cd/DVD recorder a scanner a digital camera
  with USB connection a software for the editing
  of images/photos a video captures software (e.g.
  Windows movie maker) an audio recorder software
  and a microphone.

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Fourth Phase

• Objectives to choose, to realize, and to upload
  the photographs into the informal learning
  section of the digital portfolio to record the
  video and/or audio to conceive the descriptive
  texts linked to photo gallery and video/s.

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Fourth Phase

• Activities
• 1. Select the photos to be included and to make
  new ones plan the order/sequence of the photos
  chosen.

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Fourth Phase

• 2. With the support of the tutor, the user
  (beneficiary) has to write comments to be
  associated to the photos chosen, so as to
  describe and clarify the making-process and
  related product/result achieved through the
  activity that is being illustrated.

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Fourth Phase

• With the support of the tutor, the user
  (beneficiary) has to plan and to record the video
  and/or audio he/she wants to include in his/her
  portfolio.

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Fifth Phase
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Fifth Phase

• Tools to be Used a PC with Internet Connexion
  and Cd/DVD recorder a writable Cd Rom/DVD.
• Objectives to publish the final version of the
  digital portfolio created.

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Fifth Phase

• Activities
• Upload in the web based platform all material
  realised (in case you have not still done it).
• Check all information and material uploaded in
  the system.

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Fifth Phase

• Modify the sections of the digital portfolio that
  need to be changed.
• Transfer on a writable Cd Rom/DVD the digital
  portfolio created (final output).
• Plan future steps.

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The Tutor
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The Tutor

• Must be fully aware of informal learning
  (everyday learning) characteristics, so as to be
  able to immediately recognise the fields of
  activity in which the beneficiary (the person
  realising his/her portfolio) is competent, paying
  great attention to his/her tendency to trivialize
  what he/she learned.

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The Tutor

• Must be able to validate the personal
  characteristics and competencies that - until
  today - were not sufficiently valorised, so as to
  be able to support the user in a process aimed at
  self-empowerment.

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The Tutor

• Must help the beneficiary to overcome the moments
  in which he/she finds difficult to verbally
  express him/herself.

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The Tutor

• Must be full aware of the two main
  characteristics qualifying the dialogue process,
  so as to make the digital portfolio creation
  process being a real guidance counselling
  interview.

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The Tutor

• The first characteristic regards the temporal
  dimension implied in the dialogue between the
  tutor and the person, since it must be focused on
  persons personal changes and future plans.

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The Tutor

• The second characteristic concerns the emotional
  support that the tutor should offer to the
  person, answering to his/her expectations of
  trust and confirmation of the rationality of
  his/her decisions ( Bastianoni P., Simonelli A.,
  2001).
• The tutor should demonstrate to be a trustworthy
  mediator.

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Now please go to Technical Guidelines Session
1-2-3 If you have problems, please send a
message to methodological_at_tipeil.eu Thank you
for the attention