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E-portfolios for the Consulting Process
Mag. Wolf HilzensauerSalzburg Research Forschungsgesellschaft m.b.H.Jakob Haringer Strasse 5/3 | 5020 Salzburg, AustriaT +43.662.2288-323| F +43.662.2288-222Wolf.hilzensauer@salzburgresearch.atwww.salzburgresearch.at
Agenda
| E-Portfolio: A didactical method for learning and competence development
| Micro and macro didactical considerations
| The 5 E-Portfolio Processes
| E-Portfolios for the consulting process: CDL-WILL: Looking in a two way mirror!
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What is an e-portfolio?
| An ePortfolio is a digital collection of skilfully completed works of a particular person (= lat. artefacts).
| Its purpose is to document and represent the product (knowledge) and the process (learning curve/increase of knowledge) of a person's achieved competencies within a specific time period and towards a particular learning goal.
| The person has to decide which artefacts he/she wants to include and how to organise them in relation to his/her learning goal.
| As the owner of the ePortfolio, the person has full control of who is able to see what kind of information of his/her ePortfolio, how much information and at what specific time.
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(Hilzensauer & Hornung-Prähauser 2006)
E-Portfolio Types (1/2)
| Developmental Portfolios: demonstrate the advancement and development of student skills over a period of time. Developmental portfolios are considered works-in-progress and include both self-assessment and reflection/feedback elements.
| Assessment Portfolios: demonstrate competence and skill for well-defined areas. These may be end-of-course or program assessments primarily for evaluating the learners‘ performance.
| Reflective portfoliosThe purpose is to monitor the owners’ development. It is important to know how he/she evaluates and analyses him/herself. Therefore it is crucial that portfolios used in this way contain written reflections by the owner.
| Showcase Portfolios: demonstrate exemplary work and skills. This type of portfolio is created at the end of a program to highlight the quality of the competence development, including worksamples
| Hybrids: Most portfolios are hybrids of the types of portfolios listed above.
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Source: http://insight.eun.org/ww/en/pub/insight/school_innovation/eportfolio_scenarios/portfolios_types.htm
E-Portfolio Types (2/2)
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Source:Häcker, T. (2006). Portfolio: ein Entwicklungsinstrument für selbstbestimmtes Lernen. Eine explorative Studie zur Arbeit mit Portfolios in der Sekundarstufe 1. Baltmannsweiler: Schneider Verlag Hohengehren.
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Micro and macro didactical considerations
staff development technical infrastructure
(soft- and hardware)organisationallearning culture
curricula
examination
regulations
guidance toreflection
assessment criteria
guidelines for communication &
interaction
guidelines forfeedback
assignments
methods
The 5 e-portfolio processes
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(Hilzensauer & Hornung-Prähauser 2006)
Process 1: Definition of context and objective (1/5)
| Breakdown of existing competences
| Definition of main goals
| Definition of milestones
| Definition of rules, guidelines and assessment criteria
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Process 2: Collection, selection and connection of artefacts (2/5)
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| Collection of work samples,certificates, evidences of skills,multimedia artefacts
| Selection of artefacts with respect to the defined competence development objectives.
| Storing of multiple steps ofa certain development process
| Linking artefact with each other and/or with milestones.
Reflection of competence development process (3/5)
| Self-evaluation: What have I learned and why is it important for my progress?
| What step in my competence development do I want to demonstrate?
| What milestones did I fulfill?
| What milestones are next?
| Communication and feedback with advisors and peers
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Presentation and transfer of portfolio artefacts (4/5)
| Being aware of ones competences
| Assembling a presentation, showing the main competences for a certain goal.
| Preparation for job interview
| Being self-confident in interview situations.
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Assessment and evaluation of competence development process (5/5)
| Evaluation of the competence development PROCESS and PROGRESS
| Focus on assessment FOR learning rather than assessment OF learning
| Giving valuable feedback about the competence development process
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Conclusion: E-Portfolio as a Toolbox for Career Councelling
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Conclusion: E-Portfolio as a Toolbox for Career Councelling
| On the learner side:
| Reflection| Being aware of ones
competencies
| Looking at the competence development PROCESS from a meta level
| Continuous documentation of the learning process
| On the counsellor side
| Assessment FOR learning| Being aware of the
plan/curricula| Focusing on the future
activities| Giving valuabel feedback| Active Communication with
learner, peers and (possible) employers
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Contact
Wolf HilzensauerSalzburg Research Forschungsgesellschaft m.b.H.Jakob Haringer Strasse 5/3 | 5020 Salzburg, AustriaT +43.662.2288-323 | F +43.662.2288-222wolf.hilzensauer@salzburgresearch.atwww.salzburgresearch.at
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