Eportfolio use - where, how, why?

15-July-2005

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[ ICT and learning ]
I'm never happy with the term 'lifelong learning'. Seems to me it has been devalued by overuse and misuse. But the real potential for e-Portfolios is in the widening contexts in which learning is taking place - or is recognised to be taking place - and in the ability to bring together personal learning gained in multiple contexts.

Nigel Robertson says ::

"It would be interesting to get a range of international views on the uptake of eportfolios - is it happening? for what reasons? what is driving it? From the UK it seems (to me) that the US is the only place with widespread use".
Nigel Robertson, Eportfolio use - where, how, why?

He may well be right. But the interest in ePortfolios is from far wider places. I have been talking with project groups all over Europe about e-Portfolios in the last three months.

For all the objective is different - but for all portfolios could be a valuable tool to record and reflect on their learning

Interestingly - none from universities. I'm never happy with the term 'lifelong learning. Seems to me it has been devalued by overuse and misuse. But the real potential for e-Portfolios is in the widening contexts in which learning is taking place - or is recognised to be taking place - and in the ability to bring together personal learning gained in multiple contexts. If we take this as a starting point we can start looking at specific applications.

Here are three that I am working on.

Firstly for apprentices in Slovenia and Italy. Portfolios can help bring together formal learning from the school based component of the apprenticeship with learning from the workplace.

Secondly with socially disadvantaged young people in five different European countries. Portfolios can be used to help them recognise and record their learning and reflect and validate their learning experiences.

Thirdly, for adult education teachers following an on line professional development programme in self assessment.

For all the objective is different - but for all portfolios could be a valuable tool to record and reflect on their learning.

And not a university in sight!

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Graham Attwell; 15-July-2005 17:21:29; forum (1) help

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1 Mrs H

Wow! the new areas of reseach in Slovenia, Italy and five European countries do give a person great hope for the future.
How can the technology you talk of be used by my son in Australia? What, if any, updates are available to assistive technology like voice to text, that would enable dyslexics to be free of coding disabilities and able to participate more valuably in our society? Dragon 8 Prefered is all we know and WYNN3.5 from www.freedomscientific.com I truly wish you well. It gives me hope that my children may not know the sadness and confines that a disability such as dyslexia brings when the technology allows the mind becomes truely free to be.
Mrs Fiona Hart, 01-September-2005 13:51:58 forum / discussion

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1 Too busy doing it to talk about it

was a little worried before the meeting that the idea would be too radical for the partners but everyone was into it. I increasingly feel that most elearning developers - or at least researchers know that present elearning pedagogies do not work and are looking for alternatives. What seems to be holding people back is the unwillingness of institutions to experiment.
favicon for the site posting this trackback Graham Attwell, The Wales-Wide Web, 2005-07-26 16:08:20.89

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