E Portfolios

The e-portfolio is altering learning pedagogy and for some creating a truly learner-centric knowledge environment. (Tosh& Werdmuller, 2004). Reporting to parents and encouraging learning through reflection should be one of the fundamental aspects of any educational environment. As educators, it is essential that we put in place a method of assessment and learning management that fully encapsulate the ideal of a child centred classroom.

E Portfolios have become increasingly popular within educational settings and have grown out of the print based portfolios of the mid 1990s (Lorenzo & Ittelson 2005). There are three broad categories of e-portfolios: student e-portfolios, teaching e-portfolios and institutional e-portfolios. For this report we will focus on student e-portfolios. (Lorenzo & Ittelson 2005) “The e-portfolio is altering learning pedagogy and creating a truly learner centric knowledge environment, where learners can engage with their learning individually and in collaboration with others which greatly enhances the experience and the outcomes” (Tosh, & Werdmuller, 2004).
E-portfolios recognise the importance of integrating e learning into our teaching practice and acknowledge the importance of learner centred and personalised forms of learning, prompted in part by the e-Learning Action Plan for schools. According to the e-Learning Action Plan for schools, Enabling the 21st Century Learner, e-Learning means “learning and teaching that is facilitated by or supported through the smart use of information and communication technologies” (Ministry of Education, 2006, p. 2).

E- Portfolios can be developed in two ways. The first of which involves generic tools, such as word processing, HTML editors, multimedia authoring tools, portable document format (PDF), and other commonly used productivity tool software. The second involves “information technology” customised systems approaches that involve servers, programming, and databases (Gibson, & Barrett, 2002). For this report we will focus on the second, which in this instance will be My Portfolio which is the software which we are proposing to implement within Willow Park.

Key aspects of e-portfolios

• Reflection – where the student can reflect on their work by writing down ideas, thoughts and experiences throughout the learning process.
• Communication – the student can communicate his or her reflections to other
students, and teachers.
• Sharing – the student can give selected other users access to their digital objects.
(Tosh& Werdmuller, 2004)

“E Portfolios are a valuable learning and assessment tool which has the potential to enhance current practice by organizing a collection of digitized artefacts which can include resources, and accomplishments of an individual and can comprise of text based, graphic or multimedia elements archived on a Website or electronic media such as CD-Rom or DVD” (Lorenzo & Ittelson 2005).


Weblogging
A weblog is a frequently updated website, organised in a diary form. Students are able to add individual posts and update these as new learning or experiences occur.
Students have the opportunity to reflect on new learning and share learning with others. For example, they can add digital text as well as videos, multimedia and podcasts.
Social Networking
Social networking allows people to discover new friends, contacts or groups of interest through online interaction, which encourages students to build online relationships with like minded peers.
Creating a sense of community
Students are able to engage in learning communities which encourages them to create meaning from their own learning as well as improve engagement. Learners have the opportunity to use this for talking to friends, discussions in groups in areas of interest to the student, finding resources and sharing their experiences with each other. (Tosh& Werdmuller, 2004)
Reflection:
Reflection is essential for deep learning, as the reflective process includes synthesis of knowledge through re-evaluation of the experience by undertaking association, integration, validation and appropriation (Boud, Keogh, & Walker, 1985).