ePortfolios … Part Deux April 29, 2013Posted by ianinsheffield in Management, Resources, Tools.
Tags: eportfolio, project
The previous post outlined the reasons behind our investigations into ePortfolios. Here are some thoughts following those explorations.
ePortfolios mean different things to different people and are defined subtly differently. For Sutherland and Powell1 an ePortfolio constitutes a
… purposeful aggregation of digital items – ideas, evidence, reflections, feedback etc, which ‘presents’ a selected audience with evidence of a person’s learning and/or ability.
and this is where the highly informative and extensive JISC Infokit begins.
George Siemens summarises other definitions and also examines in more detail the components forming an ePortfolio, their benefits and uses and the steps necessary to implement a system, then create the portfolios themselves. Lorenzo and Ittelson produced a helpful overview through an Educause ELI Publication, covering definitions, issues and different types (student, teacher, institutional), rounded off with some useful case studies, though these are all understandably within a higher education context. To find material more closely related to primary/secondary (K-12) education, you need to dig a little deeper, but there is plenty there. Dr Helen Barrett produced a Google site which explores how ePortfolios might be provided through Google Apps and John Pallister provided a detailed and informative account of how Wolsingham School engaged its community in the eportfolio process … and product!
Process? Product? Both?
Our students will be recording and reflecting on their ongoing learning, activities and participation yet at some points the collection of artefacts they’ve aggregated will need turning into a product provided for an audience or audiences. It’s this process-product interaction which steered us towards considering an ePortfolio solution to service those needs. But, as I asked in the previous post, is it really a full-blown ePortfolio we need? Or might there be other options?
There are several continua across which different solutions can be mapped.
- Control: the extent to which the solution is in the hands of the institution or learner. Is it locked down or open, rigid or flexible, fixed or customisable, learner-centric or institutionally driven?
- Alignment: the extent to which a solution meets the specified requirements
- Cost: always a thorny one! Accounting for the hidden costs is often problematic, especially attributing a specific value for aspects such as people’s time, whether the teachers’, technical support or administration.
- Features: the range of features the solution offers.
Here’s one example within which, from back to front, feature-richness and alignment increase, and indeed, likely does cost. And control? Well that could probably be argued either way. Some solutions may be feature-rich, more costly but be well-aligned with our needs whereas others might be more flexible, cheaper, but less well-aligned. So how to reach a more objective decision?
In some sense it could be possible to ascribe a numerical value to each of the potential solutions and thereby place them more objectively on each of the continua. A weighting could be applied to each continuum based on the degree of importance i.e. if cost is critical, that could be weighted more highly. In this way each solution could be scored and compared with other alternatives … but that’s quite some job. Particularly so when you begin to explore the possibilities out there:
|Easy Portfolio (app)||https://itunes.apple.com/us/app/easy-portfolio-eportfolio/id516212900?mt=8|
|Google Apps for Edu||https://www.google.co.uk/|
… which is of course just a flavour of what’s available across the spectrum and is far from exhaustive, leaving us with much pondering, ruminating and exchanging of views still to be done.
1Sutherland, S. and Powell, A. (2007), CETIS SIG mailing list discussions [Online] Available at: https://www.jiscmail.ac.uk/cgi-bin/webadmin?A1=ind0707&L=CETIS-PORTFOLIO#3 (Accessed: 13 August 2012).