Reflections on Unit 3 Activities

In researching unit 3, part 1, I came across the work of  Bisovsky and Schaffert (2009), on the subject of Learning and Teaching with e-Porfolios.They identify the most important processes in working with e-portfolios as:
" to clarify the target and context of the digital portfolio work, to collect, select and connect artifacts with a learning target, to reflect and manage the learning process, to present the e-portfolio artifacts, and to assess and evaluate the learning processes, development of competencies" (p13)

They use the European Commission definition of adult learning, which is  "all forms of learning undertaken by adults after having left initial education and training, however far this process may have gone [3]. Adult learning includes learning for personal, civic and social purposes as well as for employment-related purposes."

They also observe that the adult learners come with very different skills, experience and background and that these differences can be capitalized upon to create what they describe as connected learning. This connected learning dimension makes a most compelling case for the adoption of e-portfolios.

[ Personal note for future reference: In my own case, I am introducing a diverse group of seasoned professionals to a new organisation model. This model will only be adopted if they are able to make the connections with their previous learning on organisations. The e-portfolio functionality of being able to incorporate artifacts that reflect the broad range of experience of these learners should certainly facilitate the integration of the new knowledge with their existing knowledge. Being able to incorporate input from their diverse colleagues into their e-portfolio will also add value to their learning experience. Finally, the functionality in an e-portfolio of being able to collect, select, and then present relevant material from their connected learning, must be a valuable additional tool in their professional practice.]

This paper has provided me with some helpful guidance around the selection of the 6 features that I use to compare e-porfolio systems. Using Bisovsky and Schaffert's findings, there is a good argument for incorporating the five processes identified above as key to the use of e-porfolios into my 6 features. As a 6th feature, I would like to explore further one of my H808 Unit 2 reflections on learner reluctance as an obstacle to the adoption of e-portfolios.

I have decided to take the viewpoint of the educator in this analysis. What would be the features of an e-portfolio system that would matter to someone engaged in adult education, such as myself? I hope to be able to incorporate my findings into Activity 3.2 in which I have to make the case for the use of an e-porfolio system.

So, to re-frame these points to fit into the activity 3.1, the six evaluation features of e-portfolio systems might be:
the functionality to target and contextualize the digital portfolio work,
the functionality to collect, select and connect artifacts with a learning target,
the functionality to reflect and manage the learning process,
the functionality to present the e-portfolio artifacts,
the functionality to assess and evaluate the learning processes, development of competencies, and
the functionality that makes the system easy to use by the learners



Ref: Bisovsky, G. and Schaffert. S., (2009), Learning and Teaching With E-Portfolios: Experiences in and Challenges for Adult Education,  International Journal: emerging technologies in learning, Vol 4, No.1,
http://online-journals.org/i-jet/article/view/822/839 (accessed 10th October 2009)