Diapositiva 1

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(No Transcript)
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Session 1 Information 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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Premises
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The present slideshow session has been worked out
to stress specific key-concepts of the
methodology fostered by TIPEIL project. 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 applying the Digital Portfolio
  Methodology, it is necessary to read carefully
  all the supporting material provided
  (guidelines). These material includes 2 power
  point sessions and a Handbook on word file.
• The power point sessions are so divided
• 1. Theoretical aspects substantial information
  and definitions
• 2. Creation of a digital portfolio the process.
• Both this sessions have been realised as a
  synthesis of the information included in the
  Handbook but the Handbook represents the main
  reference document.

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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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SESSION 1 THEORETICAL ASPECTS SUBSTANCIAL
INFORMATION AND DEFINITIONS
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Introduction
Preliminary concepts to be focused.

• In the following session we will talk about
• Learning as participation in situated activities
• Authentic assessment and portfolio
• Differences among Formal Learning(FL) Non Formal
  Learning (NFL) and Informal Learning (IFL)
• Why NFL and IFL are valued by EU and CoE
• Making visible vs certifying learning

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Chapter 1Learning as participation in
situated activities
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• The portfolio as a tool used by artists like
  painters and handicrafts to show their best
  products, performances and their competences,
  has ancient roots.

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• Within the European Union there is being hold a
  debate about the portfolio as a useful tool to
  make visible and to prove what a person is able
  to do from a lifelong learning point of view.

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• From the Science of evaluation point of view,
  the portfolio is considered as
• an evaluating tool that fits for
• new assessing purposes
• and processes called
• authentic assessment.

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• The Authentic assessment was elaborated thanks to
  the contribution that Socio-cultural Psychology
  has given to the Science of evaluation it has
  considered learning and knowing in a more complex
  way, focusing also, and consequently, on the
• assessment complexity.

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Learning as a process in everyday lives
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• Reference research about everyday cognition
  and apprenticeship in thinking
• (Rogoff e Lave, 1984 Rogoff, 1991)
• In this perspective learning is not only
  conceived as what is learned by heart and has to
  be recalled during exams.

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Learning as a process in everyday lives
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• Scholars who do research in this perspective
  believe that people
• learn not only at school, but in every context
  where they participate in situated activities
  which make sense for all people involved.

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Chapter 2Authentic assessment and portfolio
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Authentic assessment

• Different from testing
• it consists of performance assessment through the
  simulation of real, everyday situations.
• The portfolio fits for this new type of
  assessment.

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Portfolio a broad definition

• Significant collection of the works
• made by a person
• (e.g. a student or a person who prepares his/her
  portfolio for finding a job).

(by Meyer, Schuman e Angello, 1990)
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Portfolio a broad definition

• It gives evidence to the history of the efforts,
  the improvements and the outcomes achieved in
  one or more learning fields or
• professional contexts.

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Main differences among portfolios, are related to

• Goals to be achieved (to get a mark at school, to
  find a job, etc.).
• Chosen Contents (e.g. the best works or a
  sequence of them proving improvements made).
• Who is the manager/owner of the portfolio (e.g.
  the teacher or the student, the guidance
  counsellor or the client).

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The Student Portfolio
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• In starting up the process of preparing a student
  portfolio at school, it is necessary to consider
  and guarantee a few relevant aspects

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The Student Portfolio
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• The students participation in choosing the
  contents (not only the teacher).
• The explanation of criteria for choosing the
  contents (teacher and students jointly).
• Criteria for giving the credits (shared and
  discussed among the teacher and the students).
• Evidence of students thinking about their
  learning process and outcomes.

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The professional portfolio
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• Important steps to be taken into account when
  starting the process of preparing a professional
  portfolio (guidance counsellor and the client).

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The professional portfolio
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• To think about future working projects or life
  plans.
• To choose, to select and to discuss on clients
  best works or significant periods of his/her
  professional life.
• To compare the clients works with the standard
  shared by his/her job community.
• To show the portfolio to likely employers.
• To analyse the professional situation and to take
  decisions.

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• During the creation of a portfolio (students or
  professionals portfolio), there is assessment
  when the person
• collects products
• thinks about his/her learning process
• takes decisions concerning his/her future steps.
• Otherwise we talk about working portfolio or
  dossier

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Working portfolio
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• Collection of products made in time
• There is no systematic selection of the products
  with reasons explained

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Working portfolio
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• In fact,
• it helps one person to become more aware of the
  process of learning
• but
• it does not help him/her to critically analyse
  the important moments of the learning process,
  when he/her improved (or not).
• So,
• It is not assessment

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NOTES

• During the construction of his/her portfolio a
  person thinks about his/her own products and
  learning processes and this
• positively affects meta-cognitive and
  affective/motivational processes.

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NOTES

• The person increases his/her awareness, autonomy
  and responsibility concerning
• practices, products and learning
• her/himself as a learning person and an actor
  becoming expert.

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Chapter 3Differences among Formal Learning (FL)
Non Formal Learning (NFL) and Informal Learning
(IFL)
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Formal Learning

• Formal learning takes place in traditional
  educational structures like Schools,
  Universities, Vocational Training Centres and,
  regarding its contents, it refers primarily to
  disciplines (Maths, language, physics, and so
  on).

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Non Formal Learning
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• Non formal learning is intentional, based on a
  deliberate choice made by an individual (or by a
  person responsible for his/her training).

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Non Formal Learning
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• It refers to specific activities that take place
  outside traditional educational structures.
• (e.g. being a member of a youth association like
  the Scouts, being a volunteer within an
  association, to learn how to play an instrument
  or a foreign language in centres which are not
  officially recognised).

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Non Formal Learning
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• Non formal learning is organised by a person
  responsible for the activity and for the learning
  process (e.g. the music teacher or the leader in
  a youth association).
• Learning is one of the explicit aims of
• the activity and the persons involved are aware
  of it.

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Non Formal Learning
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• It could be certified or not.
• For example, a person who has learned a foreign
  language studying in a Centre not officially
  recognised, will not get a certification,
• BUT
• actually, that person has learned a foreign
  language.

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Informal Learning

• Informal learning is an output of daily life
  activities and activities related to work, since
  it is a result that is intrinsically connected to
  the participation in situations in which an
  individual feels completely involved and of which
  he/she understands the sense. Its nature is
  partly tacit (Polany, 1967) hence it is hard to
  be explained by words and people are not even
  aware of it.

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• The following Table shows the differences between
  the various types of learning mentioned.
• It must be noted that the only difference between
  FL and NFL is that
• the latter is not certified, while both are
  intentional, organised and structured by
  trainers.
• IFL is different from the others because it is
• not certified, not structured and is not
• (always) intentional.

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• To make an example, lets think about the
  learning by doing process at work very often
  people learn to use a PC and softwares included
  sharing information with their colleagues and
  because their use is strictly linked to work
  tasks.

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• The first aim is to work and earn money, but it
  indirectly implies also to learn how to use, for
  example a PC.

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• In general we can say that
• we learn something new every day not only at
  work but also, for example, in our spare time
• BUT
• we are not always aware of it.

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(Rough) differences among F, NF and IF learning
Type of learning Context Certifications Intentional Structured
Formal learning School, training courses etc. Yes Yes Yes
Non-formal learning Outside the institutional and educational contexts (e.g. lessons at home to learn how to play guitar) No Yes Yes
Informal learning Daily life activities (work, leisure, hobbies etc.) No No (not always) No
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Chapter 4Why NFL and IFL are valued by EU and
CoE
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• In the European context a very important value is
  nowadays given to
• lifelong learning (e.g. to change job, to
  implement mobility at European and national
  level, etc.)
• every kind of learning, acquired in different
  type of contexts (F-formal, NF-non formal,
  IF-informal).

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• It is important to set up connections among the
  different contexts within which learning occurs
  (implying all different kinds of learning), in
  order to promote
• Personal satisfaction
• Active citizenship
• Social inclusion
• Employability

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• BUT,
• to achieve this result, it is necessary to
  develop and implement
• new validation processes and methods.

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Several initiatives in European countries
NOTES

• INVENTORY www.ecotec.com/europeaninventory/2005.h
  tml
• Examples Booklet (Finland) Portfolio digitale
  (Italy)
• By E.C. and CoE
• PEL (European Portfolio of Languages)
• European Portfolio for youth leaders and
  youth-workers
• See also
• Bjornavold J. (2000) Making learning visible
  identification, assessment and recognition of non
  formal learning in Europe, Cedefop, Key reference
  series 3013.

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Chapter 5Making visible vs certifying learning
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• The following Table shows the complexity of the
  evaluation process related to performance
  assessment.
• Starting from the making visible action, the
  final goal to achieve is the certification of
• acquired competencies or learning.

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Goal of the process aimed at the analysis of competencies Kind of activities that a person should be able to do Type of proof/evidence Kind of shared criteria for the analysis of competencies
To make visible Activities chosen by the person who wishes to evaluate his/her informal competencies Activities Outputs/outcomes Interactive (agreement between the tutor and the person willing to evaluate his/her formal/informal competencies)
To recognise Illustrative/emblematic activities chosen by the persons involved in the analysis of competence Outputs/outcomes related to illustrative activities Inter-subjective (agreement between more than two persons)
To evaluate Illustrative/emblematic activities chosen by key-actors of the system, to be realised in formal evaluation situations. Outputs/outcomes related to illustrative activities Public evaluation criteria, shared by the key actors of the system (e.g. Ministry of education, Vocational training centres, etc.)
To certificate competences Illustrative/emblematic activities chosen by key-actors of the system, to be realised in formal evaluation situations. Outputs/outcomes related to illustrative activities Public evaluation criteria, shared by the key actors of the system and certificates institutionally recognised (e.g. Regional authorities, Ministry of education, Vocational training centres, etc.)
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Performance assessment
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• Before analysing the evaluation process showed in
  the Table, it is important to clarify the
  following concepts
• In this evaluation process, competence is defined
  as being able to perform well, in particular
  environments.
• Hence, performance assessment is focused on
  certifying accomplishments.

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Performance assessment
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• 3. On-demand performance assessment takes place
  as follows
• the person who has to assess (it could be make
  visible or certify) the competences of another
  person, ask the latter to show his/her
  competences by performing one or more tasks
  related to his/her work or to what s/he is able
  to do in general
• (Resnick L., Students performance portfolios,
• American Journal of Education, 1994)

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• As showed in the Table, for each step of the
  process different actors are involved
• as we move to the more formal steps of the
  evaluation and certification process, specific
  Institutions have the role of deciding which
  tasks one has to perform and which evidences must
  be showed during a formal assessing procedure.

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• Those Institutions have to share the evaluating
  criteria among them and the people who want to be
  evaluated or to get a certificate.

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• When the assessing process takes place in an
  informal way, no Institutions are involved while
  the main actors are - for example - a client and
  a guidance counsellor.
• In this case we make visible or at least
  recognise NF and IF learning.

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Additional Notes

• The methodology fostered by TIPEIL project has
  been worked out during a previous one -InTra
  project with the aim of valorising IFL and NFL
  acquired by young disadvantaged people.

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Additional Notes

• So far the methodology to be used to make a
  Digital Portfolio allows to make non Formal and
  Informal Learning visible as we will see in
  session n.2, the people involved are just the
  tutor and the client, and they decide together
  which tasks to perform and which evidences to put
  in the digital portfolio.
• No key actors of the evaluation system like - the
  Ministry of education or the Vocational training
  centres - are involved.

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Additional Notes

• It is a digital portfolio (different from the
  paper one) because its creation implies also the
  realisation of
• Photos/images of the works/accomplishments
• videos illustrating the procedure applied by
  young people in realising the works.
• All this material can include also descriptive
  texts and audio files (to give evidence to other
  specific potential skills) and is collected in
  and showed by the use of Information Technology
  (CD Rom, DvD, Net, Platforms web based, etc.)

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Learning instead of competence
Additional Notes

• Before focusing our attention on the different
  phases to be followed to apply the digital
  portfolio methodology proposed, a few final
  aspects have to be pointed out.

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Additional Notes

• At linguistic level, it is preferable to use the
  word learning instead of competence, since
  definitions related to the latter may differ from
  country to country. In general, at European
  level, we speak of learning acquired within
  informal and non formal contexts.

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Additional Notes

• 2. By use of the digital portfolio,
  operators/tutors can practically support users
  (beneficiaries) to make visible what and how they
  have learned both within informal and non formal
  learning contexts.

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Additional Notes

• 3. In creating ones own digital portfolio, the
  user can realise, organise and select all the
  proofs apt to exemplify what he/she has learned -
  adding further meaningful information (e.g. what
  tools/activities, where, how, with whom he/she
  learned, etc.) re-thinking and re-organising
  his/her own learning process.

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Now please go to Session 2 Creation of a
digital portfolio The process If you have
problems, please send a message
to methodological_at_tipeil.eu Thank you for the
attention