Portfolio roadmap
24 07 2009
portfolio roadmap
I have been doing some research on how to explain the whole issue of portfolios to my highschool students and colleagues in Catalonia.
Here is a map for eportfolio making I have come up with. Based on David Delgado’s PLE and Derek Wenmoth via Helen Barrett’s blog.
My goal is to highlight the steps of the process and I am not too sure about the first part yet… I might change it in the future. The first part, doing tasks/projects is the largest part of the student’s work, supported by different formats, text, audio, video, image and hyperlinked to collaborate connected in the making of activities in web 2.o support.
The second step is how all these artefacts and evidences scattered in the web in an array of web 2.0 tools, Google tools, VLE like moodle and even paper-suported work have to be managed through organizing the collection, selecting the relevant artifacts for each portfolio with the corresponding reflections for critical analysis and personal development.
The third step is the actual presentation of managed artifacts into a portfolio, according to the objective you are pursuing: Assessment of competences/subject/course/level accreditation…; Presentation of your digital self looking for potential users with common interests to learn/work with; Part of your CV to showcase the competences and achievements for future job recruitment.
The fourth step is the connection of your portfolios to the existing networks, social (facebook), professional and social (twitter) or more job-oriented (linked-in) as means of presenting yourself . Social networks are however embedded in the environment our students live in and therefore they can interact in the whole process of eportfolio making.
This roadmap intends to capture the why, what and how of eportfolios. Feedback welcome! 
Dear Sonia,
I like your graphic, but I feel that it represents a very limited view of the true e-Portfolio. I am particular interested in the ethos of Cataluna as it attempts to understand the needs of deprived and outlying communities. Here is the perfect setting for an easy-to-use e-Portfolio for young students right through the ability ranges but also for the elderly and those who are not very ICT competent.
Refering to your graphic, I would first suggest that the e-Portfolio is not as linear as your graphic makes out. Feedback, peer review and reflection are on-going processes which never stop. Part of presentation, for instance, might be to get the opinions of others on an incomplete artefact, and then build upon the responses received.
Secondly, if you are going to encourage school-children to start representing themselves through an e-Portfolio, then you must have some levels of e-safety in place and gradually extend the audience vewing permissions as the class teacher feels is appropriate.
I would love to talk with you further about your work and, if you wish, set up a number of eFolio user accounts for you and your students to explore.
I can give you plenty of examples in English (or French) that show how my eFolio tool can be adapted to all sorts of ages and teaching abilities.
For now, please see the links below:
Ray Tolley NAACE Fellow
ICT Education Consultant
Maximise ICT Ltd
P: http://www.raytolley.v2efolioworld.mnscu.edu/
B: http://www.efoliointheuk.blogspot.com/
W: http://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS ‘Leadership Regional Award 2009′
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Sonia, a few months ago I came accross your work and appreciated what I read. I composed an email to make contact but could not discover an email address for you. Just recently Helen Barrett referenced your work in a Google Group I run (http://groups.google.co.nz/group/mle-reference-group/browse_thread/thread/56df3c6e4396e10c#).
I would like to exchange some email messages, so please contct me.
Paul
paul.seiler@minedu.govt.nz
have followed you ina few