Skip to main content

A reflection on factors important for successful portfolio practice and system implementation/adoption.

From my experience managing the roll-out of Mahara - and intimately related concepts of portfolio thinking - here at UC, I believe the following conditions need to exist to have a good probability of success.
a) decision makers need to have confidence that portfolio thinking has enormous value,
b) management commit to long term life of the pilot. A good strategy is to grow funding as needs grow. To get the most out of portfolios they need to be used over a long period of time. A half year or even one year pilot will NOT reveal the value and advantages of portfolio practice. They are suited to supporting the today's realities of life long learning. Their role in developing reflective practice can only be exploited over long periods of time, and at the very least (from a student perspective) the term of a course and that period of time they spend moving into the workplace (so they can showcase their achievements). Therefore even a pilot must deliver guaranteed access to a platform for at least the life of a course for any given cohort. Ideally in this case (in the context of student use), every unit in the course would include an element of portfolio practice and leverage the work put into the growing portfolio. 
c) Importantly it should be possible for people to export and take their portfolios with them if transition to production is not a realized or alumni are not included in the provisioning arrangements.
d) the team promoting portfolio system/approaches need to have at least one person who understands portfolio thinking and practices, pedagogy, and have evidence to support effectiveness of the approach,
e) the team must make sure they have people who understand the technology as well, work with the developer community/company to affect change in response to user requirements,
f) in the early days engagement may be limited and aimed at the discipline level working with individuals at first, in my experience these people all became champions of portfolio approaches in their local communities. Moving up to course teams and eventually faculty wide approaches to portfolio practices as word of there positive impacts spreads.

Comments

Popular posts from this blog

What does 2021 hold for student #learningexperience at my university

"Handwriting Text E-Learning Loading. Concept meaning Forecasting the future event"   by  focusonmore.com  is licensed under  CC BY 2.0 This year we have a unique opportunity to capitalise on what was 2020 and all the impacts it had on learning and teaching.  Staff ICT literacy levels and confidence increased because they had to use digital tools for teaching, there was no choice. This situation was complicated, academics of all levels of ICT literacy had to adapt. Some staff had zero experience with digital tools and were using online tools for the first time, while others are always pushing boundaries and looking for alternative tools available from central support areas. As with staff, some students have very low ICT literacy, while others blaze ahead of the curve, using the tools like pros and needing much instruction. They just work it out. Shifting this cohort of students and staff to fully online was a massive undertaking and a huge shock for everyone.  Going into 2020

Good assessment design is hard, here are some resources that might help

Designing good assessment is an art and a science IMHO. Here are some great resources, as much for my record as they are useful for others. http://static.pdesas.org/content/documents/M1-Slide_22_DOK_Hess_Cognitive_Rigor.pdf https://www.teachthought.com/critical-thinking/14-brilliant-blooms-taxonomy-posters-for-teachers/ (nice) http://static.pdesas.org/content/documents/M1-Slide_19_DOK_Wheel_Slide.pdf https://www.edutopia.org/blog/levels-of-understanding-learning-fits-all-charity-stephens (multiple pathways to cater for student diversity)

Make your #onlinelearning experience more personal with a #lightboard

In August 2019 the DVCA at UC wanted to invest in some light boards as he had seen the educational benefits at the previous university he worked for. I was tasked with putting in a comprehensive bid to an annual equipment fund and, if successful, follow the process through to implementation working with AV Services, and Library Services. As of March 2020 the Library houses UC's first ever Lighboard, and academic staff are putting it to good use. The Lightboard is a glass panel filled with light which stands between the teacher and the audience/camera. The teacher faces the camera (viewers) and writes on the glass using liquid chalk (for best results), the results glow on the glass, and a camera is used to record the session. The camera we use flips the image horizontally so the writing appears in the correct orientation without having to flip it in a post production process. The videos capture the face and hand movements/gestures of the teacher, as well as the hand written conten