E-portfolio
An e-portfolio ( electronic portfolio ) is the digital form of a portfolio that uses the new media to implement this old concept. The e-portfolio consists of “digital folders” with which people (e.g. students) can document, reflect on and / or present their learning process. An e-portfolio therefore implies a learning diary . Media formats such as the blog and the profile page can be used for this purpose. This means that the e-portfolios differ more from “real” portfolios in terms of their shape than in terms of their content.
definition
There are a number of definitions for the term e-portfolio. According to Stefanie Bergel, e-portfolios are “more than digital application folders: With their help, learners can control and design their personal learning and development processes. […] [S] they are a learning method that can be broken down into several processes. In addition to the analysis and planning of the context in which the e-portfolio is to be created, these are: the collection, selection and connection of artifacts , reflection and communication, presentation as well as the evaluation and assessment of the artifacts or reflections. "
The e-portfolio can also be described as a “digital collection of information”. This collection can describe and represent “the learning, the career, the experiences and the achievements” of the user. E-Portfolios are private and only the creator is in control.
The Salzburg Research Forschungsgesellschaft defines the term at its events as follows: "E-Portfolio is a digital collection of 'skillfully done work' (= Latin artifacts) by a person, which thereby creates the product (learning outcomes) and the process (learning path / Growth) want to document and illustrate their skills development over a specific period of time and for specific purposes. The person concerned made the selection of the artifacts independently and organized them himself in relation to the learning objective. As the owner, she (he) has complete control over who is allowed to see when and how much information from the portfolio. "
commitment
The e-portfolio is used in schools and universities . Among other things, they are used as learning and assessment methods. They also serve as documentation for lifelong learning and as an opportunity to present yourself and your achievements.
Another area of application of the e-portfolio arises at the interface between studies and work. In this context, the e-portfolio is not only understood as a didactic arrangement or electronic tool within university teaching, but as a content-related link between studies and the subsequent professional fields. From this perspective, the e-portfolio can be used specifically as an instrument to accompany lifelong learning. E-portfolios do more than previous networking platforms because they allow a deeper and broader insight into the services and skills of the authors. The focus of the use of e-portfolios solely on studies is justified in rare cases in view of the effort involved - except, for example, in the form of a reflective portfolio. In the function of interface management, the e-portfolio can provide extensive services beyond the graduation. Different perspectives - university teaching, students, personnel placement etc. help to assess and exploit the potential of e-portfolios.
added value
On the one hand, the added value is that other skills are also promoted. The use of tools can increase motivation and / or promote media and / or IT literacy. The learning process can be expanded with the help of IT and cross-connections. You can establish contact with the tutor, school colleagues or fellow students. Another added value is the storage and management of the artifacts. Automatic documentation is possible. Other functions such as tagging or search functions also appear interesting in this context. Hyperlinks can be used to point to reference material. The ability to give feedback from outside and at any time appears to be another positive aspect. The distribution of the documents is also easier, since they are accessible to all those with read authorization and no longer have to be copied and distributed.
Media educational aspects
Among other things, the e-portfolio work is intended to promote professional competence and document the learning process.
An electronic portfolio offers the possibility of integrating many digital artifacts such as images, videos, etc. The contents of the e-portfolio can be easily and flexibly supplemented, exchanged and used. It is also possible to display the learning biography in chronological order. (see also learning diary )
What is e-portfolio software?
Serge Ravet, Director of the European Institute for E-Learning (ElfEL) , introduced two more terms in addition to the term e-portfolio, ePortfolio Management System (ePMS) and ePortfolio Organizer (ePO). Both are intended to support the process of developing and using e-portfolios. The ePMS supports e-portfolio processes on the part of the organization, such as the development of application scenarios based on the goals and values of the organization. The organizer (ePO), on the other hand, should help with individual learning processes and their planning, as well as support the personal development of the users (identity formation). Both elements (ePMS and ePO) should be related to each other.
Software products that can be used to create e-portfolios are, for example:
- Drupal (web content management system with e-portfolio modules)
- Elgg (social networking system with portfolio elements)
- EPOS (e-portfolio system for competence-oriented learning)
- Epsilen (comprehensive complete system with portfolio module)
- Evernote (electronic notebook with e-portfolio functionalities)
- Exabis ( Moodle plug-in with e-portfolio functionalities)
- Factline (Integrated System)
- Fronter (learning platform with portfolio elements)
- ILIAS (LMS with e-portfolio functionalities)
- Mahara (e-portfolio management software)
- Movable Type (weblog publishing system)
- OpenOLAT (LMS with e-portfolio functionalities)
- OLAT (LMS with e-portfolio functionalities)
- Pebblepad (e-portfolio management software)
- Sakai (e-portfolio management software)
- Taskstream (learning platform with independent portfolio builder)
- Wordpress (weblog software)
Basic types of e-portfolio
Reflection portfolio
There are two other types of reflection portfolios: the learning portfolio and the assessment portfolio.
In the case of the learning portfolio, the development of the portfolio manufacturer is considered. Two essential characteristics are decisive for this: The owner and creator of the portfolio is one and the same person, and he leads the e-portfolio out of his own motivation . Tasks and exercises that are generated by the user are characteristic of learning portfolios. The creator reflects on the tasks he has created himself.
The second type of reflection portfolio is the assessment portfolio. It differs from the learning portfolio in two essential points: On the one hand, it is used for assessment, and on the other hand, the learning tasks and the assessment criteria are specified externally.
Development portfolio
With this type of e-portfolio, your own development becomes the focus of reflection. Here, however, the development relates to the professional career, i.e. to the career . This representation is primarily directed outwards.
Presentation portfolio
This type is used for presentation. This is about the outward presentation and can be linked to the orientation towards a product.
What should an e-portfolio look like?
Challis (2005) came up with a proposal on how a “mature” e-portfolio should be designed. To this end, he has developed six categories.
The material should be chosen carefully with the audience and the topic in mind. Examples and illustrations are a useful aid. Furthermore, there are “no inappropriate or trivial materials”.
There is also a "level of reflection", which is characterized by a deep understanding and the illustration of the development and self-confidence of the creator. Here too, reactions from others are included and reacted to.
“The content contains considerable reflections over a certain period of time, the materials show depth and breadth.” Furthermore, the materials relate to the context. The texts themselves are short, succinct in prose and accurately written.
The content can be enhanced through the use of multimedia if its use is appropriate and appropriate for the purpose. So don't be distracted. Audio and video files should only be used if they are of high quality.
The external appearance is neat. “Images fit the purpose of the portfolio and who it was created” and no distracting elements were used. "Connections are completed".
The navigation should make it easy for the user to go their own way and find their way around. Accordingly, the navigation should be easy and intuitive to use. In addition, everything should be linked.
Processes
There are five processes that can be arranged in a spiral. These processes can also be applied to the digital form of the portfolios.
The first process is the “clarification of the objectives and the context of the portfolio work”. These goals are determined together by the learner and their supervisor. They should also be recorded in writing in the portfolio. Overall, this step serves to create a reference point for the learner.
The "collecting, selecting and linking artifacts with the learning objective" forms the second process. Collected artifacts should be related to the learning objective and be linked to it.
The third process involves “reflecting on and controlling the learning process”. In the whole process the learner should present his reflection processes. In this way he can critically question his own performance and compare his current position in the learning process with the goals set.
The “presentation and passing on of the e-portfolio artifacts” takes place in the fourth process. A summary is to be created here in order to make the information accessible to third parties. In this way, outsiders can also view the learner's competency development.
In the last process, the "assessment and evaluation of learning processes / competence building" takes place. In this step, the competency development is viewed and assessed as a whole.
Europortfolio
According to its own statements, the EIfEL (European Institute for E-Learning) is “an independent, non-profit-making association that aims to help organizations, communities and individuals to build a knowledge and learning society through innovative and reflective methods, constant professional development and to support the use of knowledge, information and learning technologies. "
The Europortfolio self-imposed missions: promoting innovative practices and technologies, as well as creating a link between the different dimensions of learning. Furthermore, a contribution should be made to the definition of a technical standard and to ensuring the compatibility between e-portfolios and e-portfolio-like technologies and services. a. m.
The EIfEL offers z. B. membership in the community.
Individual evidence
- ↑ Bertram Müller: Learning diary leads to study success . In: Rheinische Post from January 22, 2013, p. D7 (University)
- ↑ T. Bernhardt; M. Kirchner: E-Learning 2.0 in action. “You are the author! From user to WikiBlog-Caster “ Boizenburg: Verlag Werner Hülsbusch, 2007, p. 83.
- ↑ Europortfolio: Archived copy ( memento of the original from July 19, 2009 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. .
- ↑ Salzburg Research: Didactic, organizational and technological basics of e-portfolios and analysis of international examples and experiences with e-portfolio implementations at universities . Study by the Salzburg Research Forschungsgesellschaft on behalf of the 'Forum New Media in Teaching Austria' (fnm-austria) July 2007, p. 14. See also www.fnm-austria.at ( Memento of the original from June 28, 2013 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice.
- ↑ Damian Miller, Benno Volk (eds.) (2013). E-portfolio at the interface between studies and work. GMW Media in Science. Münster: Waxmann ISBN 978-3-8309-2818-8
- ↑ Salzburg Research: Didactic, organizational and technological basics of e-portfolios and analysis of international examples and experiences with e-portfolio implementations at universities . Study by the Salzburg Research Forschungsgesellschaft on behalf of the Forum New Media in Teaching Austria, fnm-austria, July 2007, p. 27.
- ↑ Salzburg Research: Didactic, organizational and technological basics of e-portfolios and analysis of international examples and experiences with e-portfolio implementations at universities . Study by the Salzburg Research Forschungsgesellschaft on behalf of the Forum New Media in Teaching Austria, fnm-austria, July 2007, p. 19 ff.
- ↑ Ravet, Serge (2007). For an ePortfolio enabled architecture: ePortfolios, ePortfolio Management Systems and Organizers . In: ePortfolio 2007. Employability and lifelong learning in the knowledge society (Proceedings, ePortfolio 2007 Conference, October 17-19, 2007, Maastrich, The Netherlands). Champlost, France: European Institute for E-Learning (EIfEL), pp. 119–229, ISBN 2-9524576-3-8 ( PDF ; 8.8 MB), accessed: March 26, 2016
- ^ Himpsl, Klaus & Baumgartner, Peter (2009). Evaluation of E-Portfolio Software - Part III of the BMWF final report “E-Portfolio at Universities”: GZ 51.700 / 0064-VII / 10/2006. Research paper. Krems: Department for Interactive Media and Educational Technologies, Danube University Krems. Pp. 29-87.
- ↑ P. Baumgartner; K. Himpsl; S. Zauchner: Use of e-portfolios at (Austrian) universities: summary , p. 3.
- ↑ a b P. Baumgartner; K. Himpsl; S. Zauchner: Use of e-portfolios at (Austrian) universities: summary , p. 4.
- ↑ Salzburg Research: Didactic, organizational and technological basics of e-portfolios and analysis of international examples and experiences with e-portfolio implementations at universities . Study by the Salzburg Research Research Association on behalf of the Forum New Media in Teaching Austria, fnm-austria, July 2007, p. 31 ff.
- ↑ Salzburg Research: Didactic, organizational and technological basics of e-portfolios and analysis of international examples and experiences with e-portfolio implementations at universities . Study by the Salzburg Research Research Association on behalf of the Forum New Media in Teaching Austria, fnm-austria, July 2007, p. 15 ff.
- ↑ About EIfEL: Archived copy ( memento of the original from July 28, 2009 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. .
- ↑ About EIfEL: Archived copy ( memento of the original from July 28, 2009 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. .
