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e-Portfolio Reference Model

e-Portfolio Reference Model. Locating informal services in the e-Framework Peter Rees Jones JISC-CETIS e-Portfolio Feasibility Study. V1 2006 07 18 PRJ. Formative use of Course Entry Profiles for the Personal Statement:.

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e-Portfolio Reference Model

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  1. e-Portfolio Reference Model Locating informal services in the e-Framework Peter Rees Jones JISC-CETIS e-Portfolio Feasibility Study V1 2006 07 18 PRJ

  2. Formative use of Course Entry Profiles for the Personal Statement: WS 1 calls the entry profile for a particular course at a particular HEI into a blank Structured Personal Statement

  3. Formative use of Course Entry Profiles for the Personal Statement: WS 2 helps me link assertions and activities to evidence in my e-P to create a Personal Profile in terms of the entry requirements

  4. Formative use of Course Entry Profiles for the Personal Statement: WS 3 helps me link assertions and activities to evidence in my e-P such as a section of a project

  5. Formative use of Course Entry Profiles for the Personal Statement: WS 4 allows my adviser to formatively assess the statementand give me feedback. I repeat the process to make a formal application to this course. Many potential applicants use informal services like MSN or Bebo to work through issues with friends. Initiatives like Nagty begin to formalise these patterns

  6. Service Use Case for UCAS

  7. e-Portfolio service flow conclusions • The service flows cross between e-Learning, and e-Administration • There is a strong analogy or identity with standard assessment patterns • The data generated are potentially of use for feedback to individuals for personal development, for quality assurance by managers and for Research • By quantifying common patterns underlying service designs we quantify domains in which evidence of impact may be sought • Mapping the formal educative processes provided to support transitions reveals the growing importance of the social software applicants co-opt to support themselves.

  8. Thin e-Portfolio for Specialised 14 – 19 Diplomas Neither the services consuming and producing information nor the repositories storing that information need to be contained within an e-Portfolio system.

  9. Implications • Thin e-Portfolio exploits the opportunities and economies that Web 2.0 promises • But Web 2.0 will require most learners to develop the kind of capability currently held by a minority of elite learners • The use of e-Portfolio to make application to University or a first job may become key to an individual’s career prospects • Is e-Portfolio the scaffolding that all learners will require to develop their role as citizens within a knowledge economy? • There is a need to develop a new generation of practice enabling all types of people to exploit the opportunities that Web 2.0 opens out for themselves and society.

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