ICL, Special Session „E-Portfolios“ Protokoll
Villach, 27.9.2007
Mag. Klaus Himpsl, Donau-Universität Krems

Welcome by the Organizer
Implementation Process of ePortfolio at FH JOANNEUM
Designing and application of E-portfolio for teacher training
MOSEP – more self-esteem with my ePortfolio Development of a Train-the-Trainer course for ePortfolio tutors
E-Portfolio in Adult Education – Chances and Perspectives
Professional E-Portfolios from the students's perspective
ePortfolios in Education - Learning Tools or Means of Assessment?
The methodical approach to e-portfolio content formation
Anmerkungen

Welcome by the Organizer 

Erwin Bratengeyer delivers a very warm welcome to the Special Session on ePortfolio. He appreciates the support of the Ministry for Science and Research and the Ministry of Education, the Arts and Culture. He mentions that it is for the first time in the course of the tradition of ICL thatthe  ePortfolio topic is devoted a special session. An increased level of awareness can be realized. Close to 10% of all papers submitted where on ePortfolio. According to Bratengeyer, we are in an early stage of development and thus it is the intention of all stakeholders to further explore the potential of ePortfolio.

Implementation Process of ePortfolio at FH JOANNEUM 
Heimo Sandtner, FH Johanneum, AT

Abstract:
This paper describes the design of Portfolio and its application at FH JOANNEUM in a range of contexts where it will be used to make learning outcomes visible and to facilitate personal development planning. The flexibility of the ePortfolio architecture is appraised and the integration with virtual learning environments is discussed. Preliminary findings from evaluation studies (feedback / data obtained from students, graduates and staff evaluations and discussions, and relevant points arising from the round table experts´ discussion, Jan. 07) are summarised. Aspects of validity, reliability and manageability for the implementation of portfolios are deduced.

Presentation:
Aims of the project:
–	a model for the implementation
–	e-portfolio value for user groups

Interviews with heads of the study degrees about needs and expectations
Focus groups and questionnaires with students and graduates
Critical points: data security 
Interviews with two teachers from Health Management in Tourism
E-Portfolio Round Table in Graz
E-Portfolio-Strategy: Integration of E-Portfolio and Community Platform Networking
E-Portfolio: opportunities for a more holistic approach to learning: profiles for competencies, documentation of skills, 
Community Platform considerations: Communication Tools, virtual space for self-presentation and teamwork
Training for teaching stuff
Integrate E-Portfolio into the classroom
Next Steps: Partnership between ZML and interested FHJ

Designing and application of E-portfolio for teacher training
Marjan Krasna, University of Maribor, SI

Abstract
Portfolio is not just a magic word but it is mandatory for everyone in today's free market. Some companies started their own portfolios for employee assessment. Other has them for optimization purposes or even education. Each of us first encounter portfolio in schools. Big books with grades and other useful data were in them. In the teacher education we also have portfolios and the most important is teacher training portfolio. Based on this portfolios employees decide who to hire or not. With the introduction of Learning management systems and their application in the teacher training we find that we need them for e-portfolios for teacher training. In the article we will explain how we have managed to upgrade existing LMS (Moodle) with the e-portfolio module and our experiences using this software module in practice. Every educational institution for teachers' education has to incorporate the teachers' training. The theory is not enough for students to become teachers. Therefore an elaborate system of training was developed in the past. The main principles are the same all around the World. The teacher training inevitably requires a support system. Each student has portfolio and this portfolio is filled with the documents until the training is complete. Traditionally this was done all on paper and sometimes might happens that during the transportation some papers get lost and need to be resend but most annoying thing is that papers are delayed on route. The aim of this module is to prepare the system, organizational and normative changes in the teaching practice according to application of this module in the practice. But it was not meant to be stand alone application but incorporated into LMS (Learning Management System) as module. This enables us broader functionality and better incorporation into other type of TSL (Teaching Study Learning) processes. In our specific task we need to prepare the requirement specification for web application. With the team of didactics specialist from different scientific areas we manage to prepare the consensus and unify the procedures for teachers training. In this small scale test we tried three different types of teachers training. Therefore we cover computer science, geography, German language and we also have observation practice work for general pedagogy. In the beginning we find out that our work has slight differences but we could manage to make a common ground in our training procedures. At the end of the verification and validation process we conduct the survey and we gather questionnaires from all involving parties in the experiment. First impression is very favourable. Some minor mistakes were found and needs to be analysed and corrected but in general students and mentors like the approach they find it very attractive and contemporary. Now we find that it is not true that they would rather see new ICT in the form of latest hardware but they need also improvement in the support software. With this project we approach to their needs and at least in one segment we fulfil their wishes. 

Presentation:
Gives an overview how education of teachers in Slovenija is organized. Important point is observation of lectures.
E-Portfolio requirement specification:
Question1: What should be included in the Portfolio?
–	Lecture observations
–	Teacher training
Question2: What should not be included in the Portfolio?
–	No Preparation Papers
–	No Products
The data model of moodle with only two roles „teacher“ and „student“ didn't work, because the role „mentor“ was missing.
Verification in the subjects computerscience, geography, german language and
Evaluation:
E-Portfolio improved the communication. During the development process optimizations for the process of teacher training were found.

Comments: „E-Portfolio is not useful (only 8%)“ --> Why do we have to use this? What is the aim?
„How did you use the portfolio for reflecting the teaching experiments?“ „The didactics has access to all portfolios, mentors to theirs students, students only to their own“
„Is your module available?“ 
http://distance.pfmb.uni-mb.si
„Is their a relationship between their portfolio and their chance at the labour market?“ Not at the moment, but it would be better because marks often don't show that a future teacher is a good teacher in the classroom!
Comment on labour market: e-portfolios are still not used in the company for their decision which employee to take.
Astonishing: Students' artifacts are not included within the portfolio; the answer is a technical reason: students upload huge files! So not within the portfolio on the server, only in their offline portfolio

MOSEP – more self-esteem with my ePortfolio Development of a Train-the-Trainer course for ePortfolio tutors
Gerlinde Buchberger, Pädagogische Hochschule NÖ, AT

Abstract:
This paper gives an insight into the MOSEP project, funded by the Leonardo da Vinci Programme. The project focuses on the high dropout rates amongst young students in the transition phase from middle to upper secondary school or into first vocational education at the age of 14 to 16. MOSEP will address this problem by proposing to introduce the method of electronic learning and development portfolios (ePortfolios) (in such a way that it is) specifically designed for effectively teaching and consulting this difficult adolescent learner group.
1 Background
An analysis of participation rates of 15 year olds in education shows that every year 5% of young people drop out of education at this age within the EU Member States. Studies show that the percentage of non-participation in education increases, especially at the age of 15-16 (when secondary level vocational/technical or general education programmes begin) and if not tackled at this critical age, the problem becomes even more urgent at the next stages. In 2002 "almost 20% of young people aged 18-24 in the EU prematurely dropped out of school and were on the fringes of the knowledge society" (DG Education, Training and Youth Report). Young people that abort educational programmes or give up school lose track of continuous education and run the risk of losing a place in the job market or of being socially excluded. “The middle school years are a critical turning point in young people's lives. Early adolescence is an important time for youth to adjust to a rapidly changing body, learn new cognitive abilities, form positive social relationships, develop a positive sense of self, and forge a personal code of ethics and morality” (Eccles & Midgley, 1989; Jackson & Davis, 2000).
2 The MOSEP-project
MOSEP is a EU-project, funded by Leonardo da Vinci (Pilot projects 2006 – 2008). The project proposes to fight the high dropout rates already at the age of 14-16 (a year before career decisions need to be made and part of the transition stage) by using ePortfolios, which allow the development and presentation of a broader picture of knowledge and skills (e.g. learning progress, feedback and reflections) than via traditional transcripts (and) thus contributing to better self-sufficiency and self-esteem and raising the motivation to continue with school or vocational training. MOSEP responds to a growing need and urgency to provide (the actors) players involved in (their) learning, assessment and vocational processes (teachers, implementors, decision makers, career advisors) with more information on the 1(3)

Presentation:
Gerlinde Buchberger gives an overview over the mosep project
Some EU-statistics:
–	early school leavers rate is very high and far away from the EU-benchmark 10% in 2010
–	80% of the workers are still low-skilled
Famous drop-outs (Einstein, Churchill, Gates, Jobs) would not have made their way in classical recruiting system
Gerlinde Buchberger presents some questions about how learning will be in 21st century.
Observating young people how they learn: informal, non-formal, multitasking, technology-enhanced
Jay Cross found out: people learn most by informal learning, but corporations spent most of their money in formal learning.
MOSEP vision of E-Portfolio: Personal Learning Landscape is no platform based scenario
MOSEP (More Self-Esteem with my E-Portfolio, http://www.mosep.org), ten partners all over Europe; 
Main aims of the project:
–	14-16-year-olds will be familiarised with methods of E-Learning and electronic portfolios
–	the youngsters should identify their skills they have by informal learning although they get bad marks in school
–	Train the trainer course using a wiki platform
–	Open source E-Portfolio software will be provided for the partners, for example EduSpaces and Mahara
–	first results at the EDUMEDIA-meeting Mai 2008
Comments and questions:
–	EIFEL-aim: 2010 every citizen should have an e-portfolio
–	no papers about security issues
–	e-portfolio software question: US: chalk and wire, ELGG, Factline-community server, Pretoria: self-developed system with WebCT; astonishing: not more systems are mentioned!
–	Pebblepad (see below)
E-Portfolio in Adult Education – Chances and Perspectives
Gerhard Bisovsky, VHS Meidling, AT

Abstract
E-Learning, offene Lernformen, LernerInnen-zentrierte Feedbackinstrumente, u.a. wurden an Wiener Volkshochschulen im Bereich des Zweiten Bildungsweges in den letzten Jahren in den Regelbetrieb integriert. Im Jahr 2006 konnte erstmals ein ePortfoilio eingesetzt und getestet werden. Das ePortfolio wird in weiterer Folge in den gesamten Zweiten Bildungsweg integriert. Diese Präsentation diskutiert die Erfahrungen aus dem Einsatz des ePortfolios in abschlussorientierten Lehrgängen und stellt die weiteren Perspektiven, wie ePortfolios in der Erwachsenenbildung eingesetzt werden können, dar.

Presentation

Describes his institution: important: all teachers are free-lancers, adult learners, voluntary attendance, fees, final exams (Matura), 4 courses, about 400 hours a year, LMS Moodle
Implementation of E-Learning:
successful so far: Support and Training, top down and bottom up approach, good infrastructure, starting with little projects
E-Portfolio Experiences:
–	testing Pebble Pad
–	positive reactions: reflecting and feedback
–	students wrote texts on every theme for the final exam --> integration into the examination process could possible in few years
Perspectives:
–	Basic Competencies: Reading, Writing, Calculation, IT
–	All courses on LMS and E-Portfolio
–	Evaluation
–	Presentation Portfolios
Challenges:
–	Learners with migrant backgrounds
–	Mature learners: 30+, 40+
–	ambitious concepts --> pragmatic approaches
Questions:
„Problems with motivations of the mature learners?“
„Are teachers complaining about the additional workload using portfolios and LMS?“ At the beginning mainly technical problems

Professional E-Portfolios from the students's perspective
Barbara Kerr, Concordia University, CA

Abstract
In recent years, several universities have begun to make e-portfolios available to their students. This educational tool allows student to conveniently manage and present artefacts such as projects, assignments, class presentations, transcripts, and certificates. With their multimedia capabilities e-portfolios also allow students to document their out of class experiences such as volunteer work, summer jobs, and internships. Students can include digital photographs, evaluations from supervisors, video demonstrations of their employment-related tasks and so on. With their extensive storage and retrieval facilities e-portfolios are able to document learning in ways that were simply too cumbersome to manage with paper-based portfolios. However, e-portfolios can be much more than mere digital repositories. Reflective activities and feedback can easily be incorporated into the design so that the e-portfolio is also a pedagogical tool. By reflecting on their work, and incorporating feedback from instructors and peers, students can demonstrate cognitive growth. 
One of the strengths of e-portfolios is the ease with which artefacts can be used for several different purposes. The same e-portfolio can be used for one course, a complete program, for professional accreditation, for continuing professional development and so on. The challenge for universities is to choose a tool that is compatible across the different faculties, while meeting the technological and institutional requirements. This paper will report on a pilot project involving undergraduates studying in a professional program. Students used a hosted e-portfolio tool to develop an accreditation portfolio and a career portfolio. The focus of the paper will be on the students’ perceptions of this tool, an area that has received little attention in the research literature. 

Presentation:
Introduction
Electronic Portfolios important for the movement toward an competency-based curriculum
Primary and secondary schools already use E-P
Background:
Committee of interested parties was formed
Long-term project
Framework for study was developped
Open-Source-Software Sakai project started
They started with a pilot group
Portfolios by purpose: starting with a working portfolio as a professional portfolio (definiton from Heath, 2004): resume, showcase, evaluation, professional development
College of Occupational Therapists of Ontario
Phase1: Working portfolio
–	students produced an portfolio to satisfy course requirements
–	professors provided feedback
Phase2: Career portfolio
–	iWebfolio has an export function as a ZIP-File
Results:
–	none of the students knew anything before about e-portfolios
–	portfolio was useful for assembling documents for their profession
–	students complained about having to scan in documents
–	only half thought it would be useful for job application
–	tool is difficult to use, although there was a training session and support
–	students require basic IT training
–	the need continued support
–	they didn't like changing from paper to electronic version

Research project:
compared two groups that used paper portfolios and electronic portfolios

Conclusion:
–	career services still interested in pursuing e-p
–	need to involve other faculties

ePortfolios in Education - Learning Tools or Means of Assessment?
Christian Dorninger, Christian Schrack, bmukk, AT

Abstract:
ePortfolios are collections of electronic evidence which capture the idea of lifelong learning  ePortfolios at school can support the documentation of competences better than normal tests and assessments. The acquired competences may further be transfered from school to the world of work. On the other hand ePortfolios are powerful tools for learning and reflecting.  

Presentation Dorninger:
Different Media – Different Skills
Third Places of Learning
Wim Veen – Homo Zappiens --> important: serious game based learning
Message 1 – Mindstorms: all students will work an learn with a small weborientated device
Message 2 – Social Software: several web2.0-tools at schools, wiki, blog
„E-Learning-School“
edumoodle-project
E-Portfolio in all areas of life:
–	at schools --> working portfolio
–	at universities (EQF)
–	in adult education
–	in business

Presentation Schrack:
Portfolio as a bridge between formal and informal learning and between learning individuals and learning communities
Pedagogical Funding:
–	Constructivism
–	progressive education: Montessori, Dalton-Plan
–	epistemological approach
Cascading Portfolios (personal process portfolios --> project or teamportfolios)
E-Portfolio in vocational training:
1.	Introduction: Letter to the reader, CV Europass
2.	Documentation of learning projects: targets, process, results, documents, description of own contribution
3.	Evaluation
Presents Exabis E-Portfolio Tool: combines community-learning within the moodle course and the personal e-portfolio, supports SCORM-export, is available within a creative commons licence.
Other examples for portfolio content: certificates (CISCO, Microsoft, ...)

Questions:
How are the students for the e-learning classes selected? They are not selected, the whole class is a laptop class.

ePortfolio Pilot Project at the University of Vienna – Towards a Framework 
Brigitte Roemmer-Nossek, University of Vienna, AT

Abstract: 
This paper will introduce the ePortfolio pilot projects at Vienna University, present  a first draft of our ePortfolio framework which is closely interlinked with the university-wide implemented eLearning strategy, and report on a seminar on media competence, which implements a mini-currciulum. Conceptually the aim is to bridge the gap(s) between the different ePortfolio conceptualisations and envision ePortfolio as a tool for quality development and realising a university-wide community for knowledge production. 

Presentation:
What kind of portfolio? 
–	assessment portfolio
–	process portfolio
–	presentation portfolio?

4 dimensions:
–	competency planning (reflection processes)
–	learning process (construction of knowledge)
–	presentation of work (documentation of work/competencies)
–	infrastructure (software, acceptance and interfaces)
3 groups of stakeholders:
–	students (support of personal way through curriculum)
–	teachers (integration with teaching&curriculum)
–	institutional bodies (quality)

one central idea: training etutors, 8 modules , eportfolio with creative writing tasks
Evaluation:
–	Acceptance of ELGG: no enthusiasm, but accepted
–	Quantitative Analysis: twice as much was written as expected (number of words)
–	Acceptance of the method: feedback by the teacher is highly valued, they opened their work to other students, ...
Conclusions:
–	quite satiesfied with first experiences
–	need to focus more on the presentation-part
–	software issues

The methodical approach to e-portfolio content formation
Lepeyko Tetyana, University of Economics, Ukraine

Abstract:
The paper develops a methodical approach to e-portfolio content formation. It includes several positions: application e-portfolio for different users’ category; substantiation of criteria for e-portfolio formations; design of curriculum and materials structure, which adequate to criteria set; developing complex project for realizing practical competences. 

Presentation:
Tetyana Lepeyko
Manufacturing function --> competencies --> skills

Examples of ePortfolios, multimedia type

Anmerkungen

Beide ePortfolio-Sessions waren erfreulicherweise sehr gut besucht, etwa jeweils an die 40 Personen anwesend. Es kann eine geschätzte Präsenz von ca. 150 Personen bei der plenary session angenommen werden wobei dann bei den parallel sessions drei bzw vier Tracks gleichzeitig liefen.

Die vergleichsweise hohe Diskussionsbereitschaft führte dazu, dass der zeitliche Rahmen zu eng war. Durch den Ausfall eines Beitrages (Univ. of Genova) stand letztlich ausreichend Diskussionszeit zur Verfügung.

In Gesprächen mit KonferenzteilnehmerInnen stellte sich heraus, dass selbst bei Besuchern dieser Konferenz Kenntnisse über ePortfolios nicht vorausgesetzt werden dürfen.

Den ePortfolio-Beiträgen ist ein Konzept- bzw Pilotcharakter gemeinsam. Es ist zu erwarten, dass bis zur nächsten ICL vertiefte Erfahrungen vorliegen.

Die Präsentationen sind, soweit vorhanden, auf e-portfolio.at unter <Materialien> verfügbar.