It takes time for students
to create and maintain an ePortfolio . It is important to provide
learners with a reason for them to compile
and maintain an ePortfolio . Without a good reason they will not
want to 'waste' their time and effort.
As well as promoting the
use of ePortfolios because they can support the learning process
the integration of high profile interview
or presentational situation into a learner's programme can often
raise the value of the ePortfolio
process in the student's mind. This in turn will help
to motivate them to set aside the time required to maintain the
ePortfolio.
The developmental ePortfolio is generally used by
the learner to store any evidence or artefacts that they think they
might
need for
their
purpose. They will collect something if they think it is appropriate
and adds something to their existing ePortfolio .
The presentational
ePortfolio will store the selected evidence or digital
artefacts that the learner thinks that they will need
for
the interview
or presentational situation . The learner will store evidence
in their developmental
ePortfolio and will select only evidence
that
they think
is apporopriate to the purpose of the interview or presentational
situation . The selected evidence will be either copied into
a seperate presentational
ePortfolio created specifically for the purpose, or linkages
are created to the selected evidence/'pages' in the developmental
ePortfolio
.
The links are then followed to enable the audience to view
only the selected evidence/'pages'.
Then by focussing on the evidence
in a learner's ePortfolio the audience can encouage the learner to
think about what they
have
done, learnt,
planned or achieved. This process helps the learner to understand
more about themselves and their learning. Many of the experinces
that the
learner will reflect on will be positive. Reflecting on positive
experinces is likely to result in increased learner self
esteem. The audience
gives value to the ePortfolio process.
The audience and purpose of the interview or presentational
situation will influence what evidence or digital artefacts
they will select
for their presentational ePortfolio .
Activity
Tutor Presentation:
Summarise the work covered in Module 1
and Module 2 .
Work through the objectives for Module 3 .
Have a look at
the module structure.
Revisit the ePortfolio process , discuss
the relationship between the ePortfolio
process and the learning cycle .
Remind the participants of the purpose of the
ePortfolio and why they, and the learners are developing
them.
Watch the following video Podcast - "What can an
ePortfolio do for me?"
read "How
do I share my ePortfolio with others?" and
design a poster that you could use to make your learners aware
of the advantages and disadvantages of sharing information that
they might store in their ePortfolio.
How
might selecting evidence for a presentational ePortfolio
help the learner prepare for an interview or presentational
situation
?
How might using a presentational ePortfolio in an interview
or presentational situation help the learner?
The presentation situation
Activity
Watch the following video podcast:
Identify a group of learners that you teach and consider:
What interview
or presentational situation might require these learners to use a presentational
ePortfolio ?
What would be the purpose of the interview or presentational
situation ?
Would an ePortfolio help the learner either prepare for
the interview or presentational situation or would the ePortfolio be
of use to
them in the interview or presentational
situation ?
Activity
Selecting appropriate evidence for a presentational ePortfolio
in a group work:
Participants are allocated to groups (2 or 3 in
each group) and issued with a copy of the interview or presentational
situation interview or presentational
situations identified in the activity above:
Scenario G ( Teacher Qualification
Interview used for the certification procedure
The scenarios
describe the digital artefacts that are available to the learner.
Ask
the groups to identify appropriate evidence for inclusion in
a presentational ePortfolio for
the interview
or presentational
situation
described in the
Scenario.
Ask groups to feedback to the whole group focusing
on:
o The digital artefacts that they have selected
o Why they thought the selected digital artefacts were appropriate
o Any missing evidence they have identified
o Any inappropriate formats they have identified
Activity
Possible interview or presentational situations - discuss:
If your
learners were using ePortfolio , what opportunities would they
have to present them to an audience ?
What are the advantages
and disadvantages of the following audiences:
o Peer group
o Teachers
o Parents
o Employers
o Training providers
o University admissions tutors
Following,
discuss the questions, and write down any ideas or conclusions
that
you have made.
Why is audience important?
Who could be the audience for each
of these interview or presentational situations?
Does the audience
influence the style and format of the presentational ePortfolio
that the learner designs?
Activity
Preparing learners for an interview or presentational situation
with the following:
Identify a group of learners in your school,
college or organisation and prepare a briefing document for
your manager explaining why you are going to require
them to present their ePortfolio .
Identify who the audience would be and
how the interview or presentational situation would be organised.
Design
an assignment or worksheet for your learners, making clear:
o What the purpose of the interview or presentational situation
is;
o What they need to do and how the interview or presentational
situation will be set up.
Make sure that you give them some
hints as to what evidence they might need to present.
Activity
Discuss the similarities between the Personal Development Planning
(PDP) process and the ePortfolio process . A presentational ePortfolio
can provide evidence of planning, competency, experiences, reflections
and qualifications. Can the ePortfolio process support the Personal
Development Planning process?
Session
1: 
Objectives
Activity
