Ian Munro at Mahara Hui in Wellington on 19 March 2014 https://maharahui.org.nz/course/view.php?id=2

1. HAVE
YOU
SEEN
THE
LIGHT?
MyPortfolio

2. There
is
no
‘absolute’
definition,
but
ePortfolios:
1. are
outcomes-­‐based
2. support
an
online
working
environment
3. are
a
repository
of
artefacts*
in
various
media#
formats
* Artefacts – goals, process work, reflections, feedback and feed-forward,
evidence of activities, assessments, achievements etc
#
Media – any combination of: text, charts, graphic images, sound, video
4. are
an
approach
to
teaching
and
learning
Some
reminders
–
what
is
an
ePortfolio?

3. 5. is
able
to
combine
artefacts
in
various
ways
to
produce
different
‘views’
or
‘pages’
for
specific
audiences
6. allows
students
to
retain
the
artefacts
for
as
long
as
required,
continually
adding,
subtracting
and
remixing
for
the
appropriate
use
and
specific
audience
7. strongly
encourages
reflection,
feedback
and
feed-­‐forward
8. is
learner-­‐owned,
managed
and
controlled;
although
ownership
is
very
much
a
function
of
age
In
addition,
an
ePortfolio:
So to understand and appreciate ePortfolios it is essential to
think of them as a verb (an approach, or method), as well as a
noun (support structure and repository) to teaching and learning.

4. • More
than
1300
schools
• More
than
90,000
accounts
–
about
½
of
these
are
active
• It
is
also
used
by
several
University
Teachers’
Colleges
• Provisionally
registered
teachers
• He
Kakano
• Aspiring
principals
• Language
Teachers’
Association
• Teacher
appraisal
and
professional
development
• NZQA
moderation
• Youth
Guarantees
Users
include…

5. The
Ministry’s
involvement
In
2008,
the
Ministry
eLearning
unit
offered
schools
the
opportunity
to
use
MyPortfolio
free
of
charge
for
six
months.
• At
the
end
of
that
time
they
sent
out
a
questionnaire
to
determine
schools’
views
of
the
service.
• However
of
the
50
schools
that
supposedly
had
tried
MyPortfolio:
• less
than
20
completed
the
questionnaire
• only
one
response
gave
us
the
information
we
needed
• the
school
it
came
from
had
no
students!
• the
person
was
Mark
Osborne.
Mark
had
recognised
the
potential
of
MyPortfolio
and
his
description
and
vision
was
sufficient
for
the
SMS
team,
to
continue
trialling
MyPortfolio
• I
think
it
is
fair
to
say
that
without
Mark’s
response,
it
is
very
doubtful
that
we
would
have
continued
our
interest
in
MyPortfolio.

6. The
Ministry’s
involvement
• In
2009
Dr
Sandy
Britain
and
Ian
Fox
reported
their
recommendations
on
the
New
Zealand
ePortfolio
environment
in
a
publication
called:
• “ePortfolios
–
Celebrating
Learning”
• In
2010
we
ran
an
open
tender
for
an
ePortfolio
and
then
funded
MyPortfolio
initially
for
3
years
and
now
until
the
end
of
2015
• In
2010
and
2011
we
researched,
wrote
and
published:
• “Digital
Portfolios
–
Guidelines
for
beginners”
http://myportfolio.school.nz/artefact/file/download.php?
file=2638076&view=24719
• The
booklet
created
considerable
interest:
• Helen
Barrett
asked
if
she
could
use
material
from
8
pages
in
her
own
upcoming
publication
• it
has
been
translated
into
French
and
Spanish

7. The
Ministry’s
involvement
• the
Information
Technology
School
of
Communication,
at
Northwestern
University,
Illinois,
asked
when
the
next
edition
would
be
available
and
made
the
comment:
“This
document
has
been
enormously
helpful
to
us
as
we
have
contemplated
the
role
digital
portfolios
might
play
in
our
local
school
districts”
• The
Ministry
continues
to
work
closely
with
Kineo
and
Catalyst
to
shape
the
direction
of
MyPortfolio
to
ensure
the
growing
needs
of
New
Zealand
teachers
are
met
wherever
possible.
• The
growth
of
MyPortfolio
has
been
rapid
and
we
have
learned
some
useful
lessons
about
how
best
to
implement
it

8. A taster session is a good
way to get started

9. Taster
sessions
–
lessons
• To
promote
the
availability
and
awareness
of
MyPortfolio
the
ministry
offered
taster
sessions
• Teachers
were
able
to
register
a
MyPortfolio
account
and
experience
first-­‐
hand
how
it
could
be
used
for
teachers
and
students
• We
had
great
people
including
Pascale
Hyboud-­‐Peron,
Heath
Sawyer,
Pete
Potter,
Kristina
Hoeppner,
Ronja
Skandera,
Mark
Osborne,
and
Carolyn
Stuart
to
either
lead
the
taster
sessions
or
contribute
their
expertise
• Often
the
time
interval
between
a
taster
session
and
a
school
implementing
MyPortfolio
was
six
months
or
more,
so
the
retention
of
knowledge
was
minimal,
resulting
in
a
poor
implementation
• We
then
realised
that
we
should
have
implemented
a
training
package
when
schools
started
to
use
MyPortfolio.

10. Team work is essential

11. Implementation
• The
way
in
which
a
school
implements
MyPortfolio
is
critical
to
its
success.
It
is
very
similar
to
introducing
a
learning
management
system,
or
BYOD.
Several
points
worth
noting
include:
• It
must
be
part
of
a
school
wide
strategy,
led
from
the
top,
to
embrace
digital
learning
• Staff
should
be
competent
users
before
the
students
are
introduced
• It
is
a
wonderful
tool
for
staff
appraisal
and
professional
development
• It
can
be
introduced
class
by
class
in
a
primary
school
but
this
is
not
ideal
in
a
secondary
school
• It
is
better
to
start
by
at
least
year
level
• Teachers
need
time
and
PD
to
appreciate
the
ways
in
which
their
pedagogy
has
to
evolve
to
benefit
from
the
technology
• Reflection
is
a
key
part
of
both
teachers
and
students
using
MyPortfolio

12. The
future
–
the
competition
• The
Ministry
is
continuing
to
make
a
significant
investment
in
MyPortfolio
• Learning
management
systems
that
include
an
ePortfolio
cannot
offer
the
functions,
transferability
and
longevity
of
in
MyPortfolio
• We
don’t
know
the
number
of
schools
using
Google
apps
but
the
incentives
to
use
it
are
compelling
and
its
growth
is
exponential
• Newer
LMS
such
as
Schoology
are
attracting
huge
interest
but
currently
don’t
offer
an
ePortfolio,
although
it
can
‘talk’
to
most
other
systems

13. Images
courtesy
of
Ian
Munro,
licensed
under
Creative
Commons
–
By
attribution,
share
alike