Introducing Live ePortfolios to Support Self Organised Learning

1. Introducing Live ePortfolios to Support Self Organised Learning Presenter : Yu-hui Huang Authors :Thomas Kirkham, Sandra Winfield, Angela Smallwood, Kirstie Coolin, Stuart Wood and Louis Searchwell1 國立雲林科技大學 National Yunlin University of Science and Technology ETS 2009

2. Outline • Motivation • Objective • Methodology • Conclusion • Comments

3. Motivation • In the past ePortfolios requires manual input data from one system to another as the learner makes a transition, or else provision of separate portfolios in each institution. • often results in data loss, lack of adoption and third-party access – a complex and non-standard process.

4. Objective • Present a platform that has characteristic as follows： • Cross-Platform • Single sign on • Reflect on learning • Self organized learning • collaboration

5. Methodology Typical ePortfolios： Portal-based website. Showcase：share examples of their work. Qualification：provides the e-assessment interface , or qualification history. Learning or development：provides the student’s learning plan with goals. Lifelong learning summary：provides summary information on a timeline. Transaction ：enables capturing and editing of information 5

6. Methodology Live ePortfolios： This will enable the different types of ePortfolio to be present within a single application and interchange as different data views. ePortfolio forms a domain of collaboration, using the concepts of VOs Automated use of data by these parties will need a delicate and secure data management framework. (such as SAML2.0) 6

7. Methodology Virtual Organisations (VOs)： It will provide the actors in VO with a secure and reliable system to support the automated sharing of specific data from each partner. For the user, it will present greater access to data to aid reflective learning and development. VOs can be used to tailor learning and personal development to suit the user’s individual social interests 7

8. Methodology- Implementation Phase 1： Linking the university systems into the ePortfolio. and to link associated student data directly into the ePortfolio from the registration process. This data can also be linked to the University’s learning objects to aid the student in the self learning process. This linkage will enable the user to use the ePorfolio as a resource to aid integration into the workplace. 8

9. Methodology- Implementation Phase 2： It is linked into the workplace staff appraisal systems. records of work-based assessment. from the learning side ,it is linked to a project plan reflecting both the main aims of the placement and the student’s academic development. 9

10. Methodology- Implementation Phase 3： data from various placements can be compared and evaluated in terms of student attainment and also achievement. Students can be grouped and encouraged to join special interest groups around areas of both learning and industrial development. 10

11. Conclusion • However, the vision of the live ePortfolio is dependent on the development and adoption of a trusted infrastructure that can support both users and service providers. 11

12. Comments • Advantage • …. • Drawback • I don’t understand how to implementation for this paper. • What is the contribution. • This paper no explain that how to make self-learning . • Application • …