E-portfolios as new learning spaces? Portfolios, paradigms, and pedagogy Dianne Conrad, PhD Athabasca University CANADA

1. E-portfolios as new learning spaces? Portfolios, paradigms, and pedagogy Dianne Conrad, PhD Athabasca University CANADA A Presentation to EDEN Vienna Saturday, June 17, 2006

2. Presentation outline Issue Position Defining portfolios Portfolio protocol at Athabasca University Pedagogy of e-portfolios Concluding remarks

3. Issue E-portfolios offer exciting new opportunities Will they “alter education at its very core”?

4. Position No “collection, selection, reflection, projection” will remain the same

5. Defining portfolios life /personal portfolio performance portfolio showcase portfolio learning portfolio

6. Athabasca University

9. Portfolios at Athabasca University 1 AU uses a learning portfolio which • involves a process of assessment rather than equivalency or transfer. • allows learners to demonstrate the value and relevance of their prior experiential learning to the credential they are seeking. Barrett & Carney (2005): “contains work that a learner has collected, reflected, selected, and presented to show growth and change over time …a critical component of an educational portfolio is the learner’s reflection on the individual pieces of work (often called “artifacts”) as well as an overall reflection on the story that the portfolio tells.”

10. Portfolios at Athabasca University 2 Applicants draw upon valuable learning that has occurred over many years: • in their workplaces • in their personal lives • from their travels • from occasions of self-study • from informal, happenstance learning • from volunteer experiences • from training workshops or seminars. Applicants’ learning portfolios speak directly and clearly to the skills and knowledge that they feel they can bring forward to their AU program of learning. Learning portfolios developed for Athabasca will not likely be able to be used again in another situation.

11. Pedagogy of e-portfolios 1 E-portfolios.. • Amplify controversial discussions around the theories, contradictions, and arguments of PLAR - higher stakes? • committed early adopters? • Have strengths and weaknesses

12. Pedagogy of e-portfolios 2 But are they different? Do they create new learning spaces? • AU’s model will retain emphasis on learning. • “the e-portfolio is (or should be) part of a student-owned, student-centred approach to learning which makes it possible for students to actively engage in their learning rather than just be the recipients of information. This is consistent with constructivist theory, which argues students actively construct their own knowledge rather than simply receive it from instructors, authors or other sources. (Tosh et al, p. 90, citing Jonassen 1991)”

13. Questions and challenges • Can e-portfolios fairly represent learners’ high stakes assessments when they must also serve as learning tools that value the journey of exploration for learners’ growth? • Can assessors adapt to e-portfolio usage? • Will attention to design lessen assessors’ attention to content?

14. Concluding remarks “There is nothing so slippery as a thought…the process of externalization is a process for stabilization…it gives students a chance to hold on to their thinking.” (Eisner, 1998) Critical reflection through portfolios must continue to be a part of the learning journey.