ePortfolios. April 2010. @Qatar Academy. (1) What is an eportfolio. An eportfolio
is a digital‐based, personal expression of learning achieved. They provide ...
ePortfolios
(1) What
is
an
eportfolio
An
eportfolio
is
a
digital‐based,
personal
expression
of
learning
achieved.
They
provide
dynamic
demonstrations
of
abilities
and
a
platform
for
self‐expression
April
2010
@Qatar
Academy
Grades
6
–
9
have
had
eportfolios
this
year
where
tasks
have
been
published
(2) Why
have
eportfolios?
They
can
provide
a
mechanism
to
advance
student
learning
as
At
Qatar
Academy
they
have
well
as
ownership
and
communication
of
learning,
particularly
been
selected
as
a
part
of
the
in
key
valued
learning
areas,
such
as
Technology
Literacy,
Parent
/
Teacher
/
Student‐led
Communication,
Collaboration
and
Creativity.
They
can
conversations.
support
deep
learning
objectives
(reflection,
observed
development,
integration
of
skills,
making
connections,
self‐ They
also
will
support
direction
and
lifelong
learning)
as
they
are
built
up
and
effective
use
of
1:1
laptops
for
adapted
over
time.
Finally,
there
is
cross‐over
with
IB
MYP
learning.
Approaches
to
Learning
which
has
an
extremely
high
correlation
with
areas
listed
above.
In
short,
eportfolios
provides
access
to
a
learner’s
work
and
progress.
(3) What
does
an
eportfolio
look
like?
This
varies
depending
on
intentions,
but
can
involve
personal
publishing,
reflection
and
interaction
components.
They
usually
involve
student
selection
to
reflect
learning
development.
They
can
also
link
to
MLS
(Management
Learning
System),
PLN
(Personal
Learning
Network)
and/or
VLE
(Virtual
Learning
Network)
There
are
three
level
standards
for
eportfolios
•
Level
1:
eportfolios
as
storage
•
Level
2:
eportfolios
as
workspace
•
Level
3:
eportfolios
as
showcase
At
Qatar
Academy
eportfolios
have
been
wiki
based
(for
publishing),
but
it
is
intended
to
include
reflection
(blog),
PLN
and
work
submission
(Moodle)
Wiki
eportfolios
have
been
used
to
publishing
finished
projects
and
share
(showcase)
projects
for
peer
support
and
learning.
(4) What
could
an
eportfolio
look
like
at
Qatar
Academy?
Similar
to
current
set‐up,
with
extensions
such
as
reflective
blog
to
advance
learning
as
guided
by
IB
Approaches
to
Learning
Seen
as
an
extension
of
what
is
already
in
place
(5) How
do
eportfolios
work?
Student
manage
their
own
eportfolio
wikis
with
a
focus
on
demonstrating
development
of
subject
learning
Teachers
would
provide
tasks
that
support
students
eportfolio
publishing
Student
already
come
with
strong
skills
for
Primary
level
experiences
(6) Where
are
some
examples
to
guide
me?
Creative
(6
English
‘Ingenuity’)
http://16onh.qataracademy.wikispaces.net/English
Collaboration
(7
Tech
‘Global
Issues
wiki’)
http://15ygh.qataracademy.wikispaces.net/G7IT
from
http://20globalissues.wikispaces.com/
Reporting
of
non‐digital
work
(8
English
‘Book
Review
Group’)
http://14aab.qataracademy.wikispaces.net/8+English
Personal
Reflection
(Grade
8
blog)
http://pascal‐‐it.blogspot.com/
Higher‐order
skills
(Grade
9
Humanities
‘Diaspora’)
http://13ies.qataracademy.wikispaces.net/English
Most
Internet
eportfolio
examples
are
either
password
protected
or
part
of
tertiary
studies
(7)
What
might
a
Qatar
Academy
eportfolio
look
like?
See
http://eportfolioexa mple.qataracademy. wikispaces.net/
(8) What
is
required
to
make
good
eportfolios?
Time
–
to
set‐up
(or
update)
eportfolio,
manage
updating
and
take‐ on
new
Web
2
and
higher
level
technical
skills
Support
to
advance
skills,
individual
problem
solving
and
multitasking
(9) What
sort
of
tasks
work
best
with
eportfolios?
Creative,
open‐ended,
personalise
and
personally
differentiated
project
tasks
A
eportfolio
can
also
be
used
to
report
on
work
undertaken
(10) What
are
the
assessment
requirements?
Subject
assessment
continues
as
is
within
IB
requirements.
Some
subject
projects
can
be
formally
assessed
through
eportfolios
(perhaps
with
MLS
Notification)
Eportfolio
development
can
be
managed
by
formative
feedback
against
stated
intentions.
Assessment
•
Level
1:
student
assessment
(motivation)
Level
•
Level
2:
monitored
(digital
learning
criteria)
•
Level
3:
structured
(school
reporting
system)
•
Level
4:
externalized
(Industry/Tertiary/External
standards)
(11) What
other
issues
/
questions
should
we
consider?
(i)
Will
eportfolio
student‐led
conversations
involve
subject
teachers,
advisory
teachers
or
eportfolio
support
teachers,
or
combinations?
(ii)
Public
or
password
protected
eportfolios?
(iii)
What
requirements
on
Departments?
(iv)
Celebration
/
Recognition
awards
for
leading
eportfolios?
(v)
………………
(12) Will
the
eportfolio
approach
change?
Yes.
They
changing
nature
of
technology
and
the
growing
interest
in
IB
and
Tertiary
institutions
(and
School
Directors)
in
individual
eportfolios
means
this
will
only
get
bigger
and
more
serious,
necessitating
constant
re‐evaluation.
That
is
why
it
is
important
to
understand
what
is
happening,
where
we
are
heading
Qatar
Academy
is
considering
allocating
time
for
eportfolio
related
development
and
management
Qatar
Academy
has
utilized
TIFs
to
support
subject
areas
In
a
school
where
assessment
is
a
strong
driving
force
then
assessment
of
21st
C
literacies
within
eportfolio
may
be
needed.
But
as
starting
point
student‐ driven
learning
is
recommended
Student
public
eportfolio
wikis
has
enabled
teaching
of
public
domain
issues
(eg
identity,
copyright,
motivation)
to
be
more
authentic
Qatar
Academy
has
a
strong
basis
because
of
teacher
and
student
wiki
work
and
an
exemplary
structure
to
(13) So
eportfolios?
If
you
want
to
promote
student
independent
ownership
of,
and
responsibility
for,
learning
incorporating
digital
skill
building
and
application
then
can
eportfolios
support
such
intentions.
