ePortfolio an educational tool

ePortfolio: an educational
and assessment tool
fernando albuquerque costa
carolina pereira
UNIVERSITY OF LISBON
ePortfolio: an educational and assessment tool fernando albuquerque costa | carolina pereira | ULISBON

- PORTFOLIO: WHY AND WHAT FOR?
- THE PROFESSION OF TRAINER
- ABOUT THE PORTFOLIO STRATEGY
- WHY ELECTRONIC PORTFOLIOS?
- A CONCEPTUAL FRAMEWORK
- REFLECTION AS A SYNTHESIS

PORTFOLIO: WHY AND WHAT FOR?

What about your own goals for
using portfolio?
Why to use a portfolio strategy?
What for in our case?
… an agent capable of changing his/her practices by
developing his/her reflection capacity…

“The best way to kill it (portfolio) would be to
make it mandatory or use it for evaluation”
(Teitel, Ricci and Coogan, 1998)

THE PROFESSION OF TRAINER

Trainer as agent of Education, but also
an agent of change (isomorphism)
- Trainer as learner (a constructivist perspective)
- Trainer as life-long learner (a continuous task)
A profession based on reflective practice:
An agent capable of building, analysing, evaluating
and changing his/her practices, as well as re-orienting
the founding and underlying values
Also, training as a collaborative process…
… that implies a collaborative reflection

A portfolio provides a means to make
collaborative reflection visible and
sharable with others
(Kankaaranta, 2002)

ABOUT THE PORTFOLIO STRATEGY

Portfolio have attracted
much attention as
an alternative to
traditional assessment
AUTHENTIC
ASSESSMENT
the contents should be
related to real life
problems and
solutions…
PORTFOLIO
Portfolio as
collection of
multidimensional
data in order to
understand the
learning and
changes in
learners

Portfolio assessment not only provides true and
rich information for reflecting and assessing the
true performance and achievement of learners
But it also helps learners to engage in
meaningful learning (Chang, 2001)
Engaged learner
One who records and
interprets and evaluates his
or her own learning

The process of reflection is what makes portfolio a
tool for lifelong learning and process rather than a
mer colletion of work.
(Foot and Vermette, 2001)
The learner needs to be able to explain why he has
select certain element within the portfolio
Portfolio as a learner tool
reflective practice

Potential to provide evidence
of self-regulation as well as a
tool to support and scaffold
self-regulation.
(Wade, Abrami, & Sclater, 2005)
SELF-REGULATION
Self-regulated learners are individuals who are
metacognitively, motivationally, and behaviourally
active participants in their own learning.
(Zimmerman, 2000)

A portfolio contributes to a
more reflective and more
autonomous professionals
with greater critical ability
- it needs attitude changes regarding
assessment and a new perspective on
what learning is;
- but also be aware on the new roles of the
trainer in a constantly changing society.

WHY ELECTRONIC PORTFOLIOS?

Digital portfolios are the
Information Age’s version
of the artist’s portfolio in
the sense that they not
only summarize an artist’s
creative achievements but
also illustrate the process
of reaching those
achievements.

POTENCIAL OF THE
PORTFOLIO CONCEPT
+
POTENCIAL OF THE
DIGITAL TECHNOLOGY
ELECTRONIC
(OR DIGITAL)
PORTFOLIO

Traditionally portfolio assessment
relies on manual data collection
and a writing-centred learning
process.
The difficulties in data storage,
search and management after
long term implementation
have become a problem.
Computer technology has facilitated the production of
electronic or digital based portfolios, which enable to
combine text, pictures, images and sound to present
richer and more diversity file content through
multimedia.
Today, the Web 2.0 tools…

ELECTRONIC PORTFOLIO + WEB2.0 TOOLS =
PERSONAL LEARNING ENVIRONMENT

A CONCEPTUAL FRAMEWORK

Forethought Performance
Zimmerman’s model
of self-regulated
learning
Self-reflection

The Forethought phase includes task
analysis (goal setting and strategic
planning) and self-motivation beliefs (self-efficacy,
outcome expectations, intrinsic
interest/value and goal orientation).
- setting outcome goals,
- setting process goals,
- documenting goal values,
- planning strategies,
and set up learning log
Forethought

The Performance phase includes self-control
(self-instruction, imagery,
attention focusing and task strategies)
and self-observation (self-recording and
self-experimentation)
- creation of work,
and learning log
entries
Performance

The Self-reflection phase includes
self-judgment (self-evaluation and
casual attribution) and self-reaction
(self-satisfaction/affect and adaptive-defensive
responses).
- reflection on work,
- reflection on process,
- awareness of new goal
opportunities
Self-reflection

PLANNING DOING
REFLECTING

REFLECTION AS A SYNTHESIS

THE PROCESS
TO SHOW EVIDENCE,
TO DOCUMENT…
Training program,
strategy,
expected
outcomes…
PLANNING
DOING
REFLECTING
Assumptions and
values
Training objectives
Pedagogical knowledge
and skills (framework)
Artefacts
Narratives
Logs, Reports
Critical incidents
What we think to do?
Why? For what?
What happened?
How it happened?
In what measure were the
goals achieved?
How did I grow as a
professional?
Critical evaluation about
process and results
Self-evaluation
Internal and external difficulties
Professional development strategies
Text, pictures,
images, sounds,
videos, mind maps,
stories, comics, etc…
TO MAKE EXPLICIT,
TO JUSTIFY…

REFLECTION
Designing training Selecting/documenting Self-evaluation
Decisions about the
Decisions about the
course planning
implementation
(rationale)
process (evidences)
Reflection about
him/her selves as
trainers (self-reflection)
Explaining relationships
between target, goals
and strategies
Selecting the artifacts that
better demonstrates critical
aspects of the training
process and products
(evidences of the progress
compared to proposed
objectives; evidences of
having acquired skills as a
eurotrainer, etc.)
Critically reflecting on
own sthrenghs and
weaknesses for the
purpose of charting
directions for their
professional growth
(Kilbane, 2003)
COURSE DESIGN > PORTFOLIO ITSELF > TRAINER’S GROWTH

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