I strongly believe that the influence in the areas you mention, Peter,
will be from admissions tutors and others involved in APEL, or other
staff involved in "transition as a learning experience", rather than
applying to HE as an administrative function. I don't believe there is a
good argument for ePortfolios in transition as an administrative
function, in fact rather the opposite, I fear. I don't think there is
yet general acceptance that transition to HE is more than an
administrative process; for example if a university department with a
recruiting course sets a relatively low points or grades offer and makes
automatic offers on that basis, I would contend that it is encouraging
an attitude towards admissions as an administrative or filtering
process, rather than a learning experience.
Alan
--
Alan Paull
----------
APS Ltd, 58 Norton Wood, Forest Green, Nailsworth, Stroud, Glos GL6 0HG
Tel: 01453 835009; Fax: 01453 834467; Mobile: 07977 120886
Email: [log in to unmask]; Web: www.alanpaull.co.uk
> -----Original Message-----
> From: e-portfolio practitioners and developers
> [mailto:[log in to unmask]] On Behalf Of Peter Rees Jones
> Sent: 10 July 2007 12:24
> To: [log in to unmask]
> Subject: Re: A model relating eportfolios: Becta
>
> I like where this definition has ended up.
>
> Terri asks how this relates to discussions within the Becta
> eP Expert Group.
>
> John Winkley (Alpha Plus) has made 2 excellent reports on
> ePortfolio, the first for DfES, which included a review of
> the ePortfolio Reference Model, the second recently for Becta
> on ePortfolio and assessment.
>
> His view is that ePortfolio is at a stage where it could be
> widely implemented to support transitions and assessment but
> that the point of e-Portfolio is to improve learning.
> However ePortfolio does not appear to be close to the point
> where it could be widely implemented to improve learning.
> His recommendation is that this should be a priority.
>
> How does the Shane/Andy definition help with this?
>
> My personal view is that learning is implict in many
> activities that don't wear a learning badge: on one level
> applying to HE through UCAS is an administrative activity but
> it should be an important learning experience for any Year
> 12: the use of ePortfolio should make this explicit.
>
> A fundamental pattern lies behind UCAS and similar processes,
> and is most evident in recruiting rather than selecting
> scenarios: accreditation of prior experiential learning. HE
> APeL processes often attract credit as an assessed learning
> activity as well as identifying skills and knowledge that the
> learner has gained without formal qualifications which
> satisfy course pre-requisites.
>
> APeL is where learning, assessment and transition use of
> ePortfolio meet.
>
> Processes that do not wear an APel badge are often founded on
> this pattern, for example students without first degrees on
> Diploma courses who upgrade to taught postgraduate.
>
> Several LLNs are actively reviewing this area.
>
> Two minor points by the by:
>
> 1) A current UCAS application is not (yet) a presentation
> that conforms to the definition.
>
> 2) Terri notes the difference with WBL and 14-19
> presentations greater emphasis on non textual evidence:
> presumably this is something that UCAS will need to catch up
> with and to a limited extent does cover in "Route B" and
> perhaps for their new conservatory service? This is an
> obvious area for JISC(-CETIS) to help with.
>
> ________________________________
>
> From: Andy Powell
> Sent: Mon 7/9/2007 18:09
> To: [log in to unmask]
> Subject: Re: A model relating eportfolios to [portfolio] tools?
>
>
> > So, I think I'm inclined to stick with my original offering
> > "An eportfolio is a purposeful aggregation of digital items -
> > ideas, evidence, reflections, feedback, data etc - which
> > 'present' a selected audience with information about the
> > subject of that eportfolio". For me the 'purposeful'
> > indicates intent - more often than not explicit intent.
>
> Shane,
> Apologies. I don't have much disagreement with your wording... in my
> blog entry I'd just tried to come up with something simpler - but I
> probably went too far!?
>
> Having said that, I don't much like your use of "information about the
> subject of that eportfolio" because it seems rather weak. Isn't the
> 'evidence of learning and/or ability' part important? It is also
> dangerous (in my experience) to leave example lists in definitions,
> since some people will take them to be an enumeration of all the
> possibilities.
>
> Tweaking yours slightly gives:
>
> "An e-portfolio is a purposeful aggregation of digital items which
> 'presents' a selected audience with evidence of a person's learning
> and/or ability."
>
> I had the slightly shorter:
>
> "An e-portfolio is a digital collection of creative work, designed to
> show evidence of learning and/or ability."
>
> but I think my 'show evidence' is your 'present' and my 'designed' is
> your 'purposeful' - so I don't actually think there's much difference
> between them? Your 'selected audience' bit is helpful but is missing
> from mine.
>
> Andy
> --
> Head of Development, Eduserv Foundation
> http://www.eduserv.org.uk/foundation/
> http://efoundations.typepad.com/
> [log in to unmask]
> +44 (0)1225 474319
>
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