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Ian Munro at Mahara Hui in Wellington on 19 March 2014 https://maharahui.org.nz/course/view.php?id=2
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HAVE YOU SEEN THE LIGHT?
MyPo r t fo l i o
There is no ‘absolute’ definition, but ePortfolios:
1. are outcomes-‐based
2. support an online working environment
3. are a repository of artefacts* in various media# formats
* Artefacts – goals, process work, reflections, feedback and feed-forward, evidence of activities, assessments, achievements etc
# Media – any combination of: text, charts, graphic images, sound, video 4. are an approach to teaching and learning
Some reminders – what is an ePortfolio?
5. is able to combine artefacts in various ways to produce different ‘views’ or ‘pages’ for specific audiences
6. allows students to retain the artefacts for as long as required, continually adding, subtracting and remixing for the appropriate use and specific audience
7. strongly encourages reflection, feedback and feed-‐forward
8. is learner-‐owned, managed and controlled; although ownership is very much a function of age
In addition, an ePortfolio:
So to understand and appreciate ePortfolios it is essential to think of them as a verb (an approach, or method), as well as a noun (support structure and repository) to teaching and learning.
• More than 1300 schools
• More than 90,000 accounts – about ½ of these are active
• It is also used by several University Teachers’ Colleges
• Provisionally registered teachers
• He Kakano
• Aspiring principals
• Language Teachers’ Association
• Teacher appraisal and professional development
• NZQA moderation
• Youth Guarantees
Users include…
The Ministry’s involvement
In 2008, the Ministry eLearning unit offered schools the opportunity to use MyPortfolio free of charge for six months.
• At the end of that time they sent out a questionnaire to determine schools’ views of the service.
• However of the 50 schools that supposedly had tried MyPortfolio:
• less than 20 completed the questionnaire
• only one response gave us the information we needed
• the school it came from had no students!
• the person was Mark Osborne. Mark had recognised the potential of MyPortfolio and his description and vision was sufficient for the SMS team, to continue trialling MyPortfolio
• I think it is fair to say that without Mark’s response, it is very doubtful that we would have continued our interest in MyPortfolio.
The Ministry’s involvement
• In 2009 Dr Sandy Britain and Ian Fox reported their recommendations on the New Zealand ePortfolio environment in a publication called:
• “ePortfolios – Celebrating Learning”
• In 2010 we ran an open tender for an ePortfolio and then funded MyPortfolio initially for 3 years and now until the end of 2015
• In 2010 and 2011 we researched, wrote and published:
• “Digital Portfolios – Guidelines for beginners”
http://myportfolio.school.nz/artefact/file/download.php?file=2638076&view=24719
• The booklet created considerable interest:
• Helen Barrett asked if she could use material from 8 pages in her own upcoming publication
• it has been translated into French and Spanish
The Ministry’s involvement
• the Information Technology School of Communication, at Northwestern University, Illinois, asked when the next edition would be available and made the comment:
“This document has been enormously helpful to us as we have contemplated the role digital portfolios might play in our local school districts”
• The Ministry continues to work closely with Kineo and Catalyst to shape the direction of MyPortfolio to ensure the growing needs of New Zealand teachers are met wherever possible.
• The growth of MyPortfolio has been rapid and we have learned some useful lessons about how best to implement it
A taster session is a good way to get started
Taster sessions – lessons
• To promote the availability and awareness of MyPortfolio the ministry offered taster sessions
• Teachers were able to register a MyPortfolio account and experience first-‐hand how it could be used for teachers and students
• We had great people including Pascale Hyboud-‐Peron, Heath Sawyer, Pete Potter, Kristina Hoeppner, Ronja Skandera, Mark Osborne, and Carolyn Stuart to either lead the taster sessions or contribute their expertise
• Often the time interval between a taster session and a school implementing MyPortfolio was six months or more, so the retention of knowledge was minimal, resulting in a poor implementation
• We then realised that we should have implemented a training package when schools started to use MyPortfolio.
Team work is essential
Implementation
• The way in which a school implements MyPortfolio is critical to its success. It is very similar to introducing a learning management system, or BYOD. Several points worth noting include:
• It must be part of a school wide strategy, led from the top, to embrace digital learning
• Staff should be competent users before the students are introduced • It is a wonderful tool for staff appraisal and professional development
• It can be introduced class by class in a primary school but this is not ideal in a secondary school
• It is better to start by at least year level • Teachers need time and PD to appreciate the ways in which their pedagogy has to evolve to benefit from the technology
• Reflection is a key part of both teachers and students using MyPortfolio
The future – the competition
• The Ministry is continuing to make a significant investment in MyPortfolio
• Learning management systems that include an ePortfolio cannot offer the functions, transferability and longevity of in MyPortfolio
• We don’t know the number of schools using Google apps but the incentives to use it are compelling and its growth is exponential
• Newer LMS such as Schoology are attracting huge interest but currently don’t offer an ePortfolio, although it can ‘talk’ to most other systems
Images courtesy of Ian Munro, licensed under Creative Commons – By attribution, share alike