Session 1:
Purpose and content of a presentational e-portfolio (3.1)

Objectives

This session introduces the purpose for and content of a presentational e-portfolio.

 

Outcomes

After this session the participant will:

  • Be able to demonstrate an understanding of the place and role of the presentational ePortfolio in the ePortfolio process;
  • Be able to demonstrate an awareness that an ePortfolio can support a learner in a range of different interview or presentational situations;
  • Be able to demonstrate an awareness that the process of compiling a presentational ePortfolio can help the learner to prepare for interview or presentational situations;
  • Be able to demonstrate an understanding of the requirements of a range of different interview or presentational situations;
  • Have demonstrated an understanding of appropriate evidence that students could use to evidence a range of different skills and competencies ;
  • Have demonstrated an understanding of how a presentational ePortfolio can support the Professional Development Planning process.

Introduction: The presentational ePortfolio


It takes time for students to create and maintain an ePortfolio . It is important to provide learners with a reason for them to compile and maintain an ePortfolio . Without a good reason they will not want to 'waste' their time and effort.

As well as promoting the use of ePortfolios because they can support the learning process the integration of high profile interview or presentational situation into a learner's programme can often raise the value of the ePortfolio process in the student's mind. This in turn will help to motivate them to set aside the time required to maintain the ePortfolio.

The developmental ePortfolio is generally used by the learner to store any evidence or artefacts that they think they might need for their purpose. They will collect something if they think it is appropriate and adds something to their existing ePortfolio .

The presentational ePortfolio will store the selected evidence or digital artefacts that the learner thinks that they will need for the interview or presentational situation . The learner will store evidence in their developmental ePortfolio and will select only evidence that they think is apporopriate to the purpose of the interview or presentational situation . The selected evidence will be either copied into a seperate presentational ePortfolio created specifically for the purpose, or linkages are created to the selected evidence/'pages' in the developmental ePortfolio . The links are then followed to enable the audience to view only the selected evidence/'pages'.

Then by focussing on the evidence in a learner's ePortfolio the audience can encouage the learner to think about what they have done, learnt, planned or achieved. This process helps the learner to understand more about themselves and their learning. Many of the experinces that the learner will reflect on will be positive. Reflecting on positive experinces is likely to result in increased learner self esteem. The audience gives value to the ePortfolio process.
The audience and purpose of the interview or presentational situation will influence what evidence or digital artefacts they will select for their presentational ePortfolio .

Activity

Tutor Presentation:

  • Summarise the work covered in Module 1 and Module 2 .
  • Work through the objectives for Module 3 .
  • Have a look at the module structure.
  • Revisit the ePortfolio process , discuss the relationship between the ePortfolio process and the learning cycle .
  • Remind the participants of the purpose of the ePortfolio and why they, and the learners are developing them.
  • Watch the following video Podcast - "What can an ePortfolio do for me?"

  • read "How do I share my ePortfolio with others?" and design a poster that you could use to make your learners aware of the advantages and disadvantages of sharing information that they might store in their ePortfolio.

 

Activity

Evidencing competency - discuss:

Assignment

  • Self Assessment questionnaire: KeyPal ( 1 )
  • Work through typical 'competency based' questions , identify evidence that would prove that the learner had developed specific competencies

 

Activity

Read How do I use my ePortfolio to find a job? and discuss:

  • How might selecting evidence for a presentational ePortfolio help the learner prepare for an interview or presentational situation ?
  • How might using a presentational ePortfolio in an interview or presentational situation help the learner?

The presentation situation


Activity

Watch the following video podcast:

Identify a group of learners that you teach and consider:

  • What interview or presentational situation might require these learners to use a presentational ePortfolio ?
  • What would be the purpose of the interview or presentational situation ?
  • Would an ePortfolio help the learner either prepare for the interview or presentational situation or would the ePortfolio be of use to them in the interview or presentational situation ?

Activity

Selecting appropriate evidence for a presentational ePortfolio in a group work:

  • Participants are allocated to groups (2 or 3 in each group) and issued with a copy of the interview or presentational situation interview or presentational situations identified in the activity above:
  • Scenario A (University Entrance) OR
  • Scenario B (End of Year Review) OR
  • Scenario C (Tutor Review) OR
  • Scenario D (Employment Interview) OR
  • Scenario E (Peer Review)OR
  • Scenario G ( Teacher Qualification Interview used for the certification procedure

The scenarios describe the digital artefacts that are available to the learner.

  • Ask the groups to identify appropriate evidence for inclusion in a presentational ePortfolio for the interview or presentational situation described in the Scenario.
  • Ask groups to feedback to the whole group focusing on:
    o The digital artefacts that they have selected
    o Why they thought the selected digital artefacts were appropriate
    o Any missing evidence they have identified
    o Any inappropriate formats they have identified

 

Activity

Possible interview or presentational situations - discuss:

  • If your learners were using ePortfolio , what opportunities would they have to present them to an audience ?
  • What are the advantages and disadvantages of the following audiences:
    o Peer group
    o Teachers
    o Parents
    o Employers
    o Training providers
    o University admissions tutors

 

Activity

Read these blog posts:

Following, discuss the questions, and write down any ideas or conclusions that you have made.

  • Why is audience important?
  • Who could be the audience for each of these interview or presentational situations?
  • Does the audience influence the style and format of the presentational ePortfolio that the learner designs?

 

Activity

Preparing learners for an interview or presentational situation with the following:

  • Identify a group of learners in your school, college or organisation and prepare a briefing document for your manager explaining why you are going to require them to present their ePortfolio .
  • Identify who the audience would be and how the interview or presentational situation would be organised.
  • Design an assignment or worksheet for your learners, making clear:
    o What the purpose of the interview or presentational situation is;
    o What they need to do and how the interview or presentational situation will be set up.

Make sure that you give them some hints as to what evidence they might need to present.

 

Activity

Discuss the similarities between the Personal Development Planning (PDP) process and the ePortfolio process . A presentational ePortfolio can provide evidence of planning, competency, experiences, reflections and qualifications. Can the ePortfolio process support the Personal Development Planning process?

 


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The project is managed by the Salzburg Research Forschungsgesellschaft , if you have any questions or contributions, please contact the project co-ordinator Wolf Hilzensauer