Reflective learning, future thinking

Portfolios are collections of objects that attest to claims. According to Richardson and Ward
(2005):

The term portfolio as used in the UK generally describes a collection (or archive) of reflective writing and associated evidence, which documents learning and which a learner may draw upon to present her/his learning and achievements

However, it is important to note that the term “e-portfolio” is not fixed.

Portfolios appear to represent a move toward learner-centred, self-directed, peer-to-peer,
autonomous learning (Van Tartwijk, Driessen et.al 2003). Reflective learning and reflective
practice have been hallmarks of professionally-oriented learning in many fields. It is now
recognised that portfolios can be an aid to reflective learning and that reflection has value
across the disciplines as a means of developing transferable skills.

NOTA: definir i contextualitzar els portafolis com a base del model centrat en l’alumne

When a learner engages with an e-portfolio they do so with an orientation. The orientation will
determine the selection of artefacts to be included in the portfolio. Having selected artefacts
in to the system and reflected upon them, the learner then selects them out of the system,
that is, they make a presentation using a subset of the artefacts.

e-Portfolio processes may also involve learning to connect disparate items and to classify a
heterogeneous collection according to needs. This may involve learning new skills such as
concept mapping. e-Portfolios, particularly those for reflective learning, grow over time.
People who keep e-portfolios will need to undertake periodic reviews of their collection and
perhaps discard or archive older items, leaving their “live” portfolio “fresh”.

NOTA: donar-li vida i actualitzar-lo al llarg dels anys, en el marc del life long learning.

There is, however, a fundamental difference between the institution-centred VLE and the learner-centred e-portfolio.

Working with e-portfolio should be embedded in their everyday workflow in an attractive way. It is often the element of reflection that tends to be unappealing for students. Students need to have discretionary control over the time they spend on e-portfolios and must choose to engage voluntarily.

- Teachers are key players in the implementation process.

- Managers should be actively engaged, management should define a strategic framework in a goal-directed way. Institutionwide support units should also be involved.

- It is necessary to create functional workflows in an integrated technical infrastructure. In most cases an e-portfolio is not a single tool. It is part of a larger technical configuration in which the required functionality may be met by the interoperation of different systems. IT staff must be included in e-portfolio teams.

- The function of storing e-portfolio items should be separated from the functions of
access management and data entry

Nota: si el eportfoli estés allotjat fora de la institució, aniria sempre amb l’alumne lliurement. Per tant tècnicament cal buscar la manera d’enllaçar-ho amb la part administrativa de la institució.

Reflective learning, future thinking: digital repositories, e-portfolios, informal learning and ubiquitous computing