Eportfolio

Eportfolio

• 1.
  ETUG CONFERENCE Eportfolio Story November 4th,2011
• 2.
  “Stories are data with a soul” (Brene Brown)
• 3.
  notsalmon.com
• 4.
  › Howdo we helpstudents take the tools, knowledge and skills they have acquired with them? › How do we make their learning “stick” so it is accessible for life?
• 5.
  “We don’t learnfrom our experience, we learn from thinking about our experience” John Dewey
• 6.
  “An eportfolio isa purposeful collection of work that demonstrates effort, progress and achievement over time, stored in an electronic container.” ›  Retrieved from Helen Barrett’s Learning Interchange site
• 7.
  ›  Josh O’Neil’s Human Relations Eportfolio https://cranberry.kwantlen.ca/mahara/view/view.php? id=4611 ›  Crystal Hartley’s Demonstration of Competencies https://cranberry.kwantlen.ca/mahara/view/ view.php?id=6562&new= ›  Puneet Dadiala’s Eportfolios (various courses) https://cranberry.kwantlen.ca/mahara/view/ view.php?id=3481 ›  MarieHiebert’s Employee Development and Training Eportfolio https://cranberry.kwantlen.ca/mahara/view/ view.php?id=10257
• 8.
  From Client toPartner
• 9.
  ›  It’s about the practice, not the tool (but you have to start with something) ›  Let the champions lead and give what tools you can ›  Allow the requirements to evolve ›  Advocate for champions however you can ›  Keep considering other options
• 10.
  Change Management › Faculty buy-in › Articulate the benefits › Make it intuitive › “Do we get to keep it when we leave” › Recognize the work involved
• 11.
  › The courage to be imperfect › The compassion to be kind to ourselves › Authenticity – willingness to let go of who you should be in order to be who you are (Brene Brown – Ted Talks, 2011)
• 12.
  Our Progress September 2010 September 2011 •  Student  accounts  were  created    throughout  the  term   •  All  students  will  have  accounts  at  the  start  of  September   •  Very  few  sample  epor:olios  to  show  students   •  Every  course  should  have  course  specific  samples  –  make  sure   you  have  permission  and  they  are  public   •  No  training  materials   •  Excellent  training  materials   •  Students  introduced  to  Mahara  throughout  the  term  –  inclass,   •  All  students  introduced  at  orientaCon  –  everyone  will  have  signed   formally,  informally,  workshops   on  by  the  end  of  first  week  of  class   •  Help  provided  through  Mahara  Support  Forum   •  Student  can  phone  the  help  desk  –  call  will  be  escalated  to  Meg/ Donna   •  First  version  of  Mahara   •  Updated  version  –  that  builds  the  sitemaps  (this  was  a  challenge   for  students)   •  Drop  in  sessions  provided  first  term  only  (hope  to  move  to  a   •  Drop  in  sessions  provided  throughout  all  terms   faculty  support  model)   •  Lessons  Learned  Technology   •  Most  common  mistakes  with  Mahara  have  been  documented  –   the  forum   •  Lessons  Learned  Curriculum   •  The  work  involved  has  to  match  the  grade  assigned  or  students   won’t  do  the  por:olios   •  BePer  reflecCve  prompts   •  More  consistent  por:olios    (next  step)   •  Limited  support  on  the  “how  to”.  Here  is  an  example  of  the  type   •   We  could  build  a  support  document  like  the  University  of  Idaho   of  support  some  students  and  faculty  have:   •  Could  include  a  template   •  Mahara  is  only  opCon   •  Mahara  is  a  good  opCon   •  Wordpress  is  an  opCon  –  pros  and  cons  to  consider  
• 13.
  notsalmon.com
• 14.
  › What Happened Here Today? ›  3 main points that were new to you › So What? ›  Did you learn a new skill? ›  Did anything surprise you? › Now What ›  Whatwill you do differently as a result of being here today?