EUfolio WP4: Pilot Design

by Andrea Ghoneim

The EUfolio process specification was developed as a generic specification. The first draft was presented in October 2013, and discussed and finalized by the end of 2013. After a series of adaptations and abbreviations, the Extended summary (2015) which is published here is an extract of the older versions which are also available and contextualised on this page.

The EUfolio Process Specification (Deliverable 10) was presented to the partners in October 2013 to give an overall picture and plan for the process of ePortfolio implementation within EUfolio. A concise version devoted to the EUfolio process specification was finalized in late 2013.
This extended summary shows the process of EUfolio partner’s implementation for those who want to follow EUfolio’s model.
The process specification provides definitions and a needs analysis, helps to understand the ePortfolio process (together with EUfolio’s Functional Specification) and outlines learning objectives, concepts for contents and didactical concepts and methods.
The EUfolio consortium has recommended a teacher-centered implementation of ePortfolios to the pilot schools. Well prepared teachers have developed projects and/or teaching methods involving ePortfolios in the curriculum. This, however, means that teachers have to have the full support on policy, institutional, and technical level as well as ongoing CPD support. Teacher-centered also means that teachers thus learn to understand the learner-centered approach of teaching with ePortfolios.
For preparing implementation, we recommend a briefing with EUfolio’s questionnaire (see Annex) or with JISC’s implementing ePortfolios checklist (JISC 2008/2013).
For evaluation purposes, working with the AeP Maturity matrix was recommended.

AeP (2008). Australian ePortfolio Project. ePortfolio use by university students in Australia: Informing excellence in policy and practice
http://eprints.qut.edu.au/31912/1/AeP_Report_ebook.pdf

AeP (2009). ePortfolio concepts for information technology and teaching and learning support staff. WWW: http://www.eportfoliopractice.qut.edu.au/docs/AeP_conceptguide_IT_teaching_and_support_staff.pdf

Avraamidou, Antri and Anastasia Economou (2013). EU classroom ePortfolios. Trainer’s booklet. http://mahara.eufolio.eu/artefact/file/download.php?file=36421&view=9802

Baumgartner, Peter (2004).The Zen Art of Teaching. http://www.peter-baumgartner.at/material/article/zen_art_of_teaching.pdf/download

Baumgartner, Peter (2011). Educational Scenarios with E-portfolios - a Taxonomy of Application Patterns. In: SCO 2011, ed. by Petr Sojka and Martin Kvizda. Masarykova univerzita, Brno, muni Press, pp. 3-12. Preprint: http://peter.baumgartner.name/wp-content/uploads/2012/12/Baumgartner_2011_Educational-Scenarios-with-E-Portfolios.pdf
Slides: http://peter-baumgartner.at/material/slides/eportfolio-taxonomy-brno.pdf

Chen, Helen, Tracy Penny Light and John Ittelson (2012). Documenting Learning with ePortfolios. A Stakeholders Approach. Lecture at the AAC&U ePortfolio Forum, Jan 28. http://www.documentinglearning.com

Ehrnleitner, Franz (2009). Der E-Portfolio Einsatz im Berufsorientierungsunterricht der Polytechnischen Schule bzw. Sekundarstufe I am Beispiel der Open-Source-Software Mahara. Krems: Donau-Universität (Master Thesis)

ElPIL-PAN (2008?). Recognition, validation and accreditation of informal learning in the workplace. A guide to emerging practices and technologies. WWW: http://www.isabelproject.eu/MediaCenter/API/Risorse/StreamRisorsa.aspx?guid=29EB6C43-753E-439C-B877-F18F721A63C6 (= ISABEL Skills Bartering Method Guideline.  Appendix 2. State of the Art). (Last retrieved 28 Nov. 2013)

ePistle (2007). e-Portfolios Informing and Supporting Teaching, Learning and Evaluation. WWW: https://jiscinfonetcasestudies.pbworks.com/w/page/59135878/ePistle%20Case%20Study

European Communities (2007). Key competences for Lifelong Learning. A reference framework. Luxembourg: Office for Official Publications of the European Communities. http://ec.europa.eu/dgs/education_culture/publ/pdf/ll-learning/keycomp_en.pdf. (Last retrieved 28 Nov. 2013)

Frick, Alexander (2013). ePortfolios als Möglichkeit zur Kompetenzorientierung des Physikunterrichts in der Sekundarstufe I [ePortfolios as a possibility for competence orientation in physics teaching in secondary I - in German]. Krems: Donau-Universität (Master Thesis).

Functional Specification, Generic Fuctional Specification – see:
Herber, Erich and Andrea Ghoneim (eds., 2013). EPortfolio for EUfolio. Generic functional Specification (= EUfolio deliverable 11, version 1.0)

Hallissy, Michael, Deirdre Butler, John Hurley and Kevin Marshall (2013). Redesigning Education: Meeting the Challenges of the 21st Century. WWW: http://www.teachnet.ie/Blog/Lists/Posts/Attachments/478/MSLearningPaperMay13_1_1B3354D7.pdf. (Last retrieved 28 Nov. 2013)

Herber, Erich and Andrea Ghoneim (eds., 2013). EPortfolio for EUfolio. Generic functional Specification (= EUfolio deliverable 11, version 1.0)

Himpsl-Gutermann, Klaus (2011). E-Portfolios for Whom? Implementation of Electronic Portfolios in Higher Education. Keynote (II) at the International Conference "ePortfolios in learning and instruction" Freiburg, November 19th, 2011. http://www.mahara.at/view/artefact.php?artefact=208479&view=24190

Himpsl-Gutermann, Klaus (2012a). E-Portfolios in der universitären Weiterbildung. Studierende im Spannungsfeld von Reflexivem Lernen und Digital Career Identity. Boizenburg: Verlag Werner Hülsbusch.

Himpsl-Gutermann, Klaus (2012b). A 4-Phase-Model for the Long-Term Use of ePortfolios. In: ADPIOS (ed.), Proceedings of ePIC 2012. The 10th International ePortfolio and Identity Conference, London, pp. 169–176.Preprint, WWW: http://www.mahara.at/artefact/file/download.php?file=326939&view=45103
Slides: http://www.mahara.at/artefact/file/download.php?file=326921&view=45103

Hornung-Prähauser, Veronika e.a. (2007). Didaktische, organisatorische und technologische Grundlagen von E-Portfolios und Analyse internationaler Beispiele und Erfahrungen mit E-Portfolio-Implementierungen an Hochschulen. Studie der Salzburg Research Forschungsgesellschaft im Auftrag des Forum Neue Medien in der Lehre Austria / fnm-austria. WWW: http://www.fnm-austria.at/projekte/ePortfolio/Dateiablage/view/fnm-austria_ePortfolio_Studie_SRFG.pdf. (Last retrieved 28 Nov. 2013)

ITL Research/Microsoft: 21CLD Learning Activity Rubrics. o.J.
http://www.itlresearch.com/images/stories/reports/21cld%20learning%20activity%20rubrics%202012.pdf

JISC (2004). The JISC e-learning and pedagogy strand has recently produced a review of learner differences. http://www.jisc.ac.uk/media/documents/themes/elearning/eportfolioped.pdf

JISC (2008). Effective Practice with e-Portfolios. Supporting 21st century learning. http://www.jisc.ac.uk/media/documents/publications/effectivepracticeeportfolios.pdf

JISC (2008/2012).Implementing e-portfolios checklist. http://www.jiscinfonet.ac.uk/checklists/implementing-e-portfolios/

Lorenzo, George and John Ittelson (2005). An Overview of E-Portfolios. Edited by Diana Oblinger. ELI Paper 1: 2005. July 2005. WWW: http://net.educause.edu/ir/library/pdf/eli3001.pdf

Ministry of Education, SMS Services Team (2011). Digital portfolios. Guidelines for beginners. Wellington (NZ). http://www.minedu.govt.nz/~/media/MinEdu/Files/EducationSectors/PrimarySecondary/Initiatives/ITAdminSystems/DigitalPortfoliosGuidelinesforbeginners.pdf

NCCA = National Council for curriculum and Assessment (2012). Key skills of Junior Cycle. WWW: http://www.juniorcycle.ie/NCCA_JuniorCycle/media/NCCA/Documents/key_skills_oct_2012_WEB_FINAL.pdf

Neubauer, Madeleine (2012). Das E-Portfolio als Beitrag zur Individualisierung im Deutschunterricht der Sekundarstufe I. Krems: Donau-Universität (Master Thesis)

Pawlowski, Jan M. (2007). The Quality Adaptation Model: Adaptation and Adoption of the Quality Standard ISO/IEC 19796-1 for Learning, Education, and Training. In: Educational Technology & Society, 10 (2), p. 3-16.

QUT – Queensland University of Technology (2011). Australian ePortfolio Toolkit. http://www.eportfoliopractice.qut.edu.au/information2/toolkit/index.jsp (and sub-pages, in the text quoted with the URL).

SQA – Scottish Qualifications Authority (2012). Guidance of Using E-portfolios. WWW: http://www.sqa.org.uk/sqa/files_ccc/E-portfolios%20guidance.pdf

Teoh, Kung Keat (2011). An examination of critical success factors in the implementation of ePortfolios in universities. Journal of academic language and learning, 5 (2), p. A-60 - A-72.

Vogt, Joke and Natalie Pareja Roblin (2010). 21st century skills. Discussion paper. Enschede, Univ. Twente. WWW: http://www.internationalsymposiumoneducationalreform.com/storage/21st%20Century%20Skills.pdf. (Last retrieved 28 Nov. 2013)

If not stated otherwise, all references were retrieved/checked the last time on April 15, 2015.

This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

The Extended Summary gives a short glance at the EUfolio Process Specification with the aim of communicating the EUfolio way of implementing ePortfolios in Lower Secondary Classrooms. It was finalised in April 2015 to document the main steps of EUfolio's process of implementing ePortfolios - as a briefing document and/or a version for stakeholders interested in implementing ePortfolios. The conference version of this documentt (available since April 20. 2015) was replaced on 12 May 2015 by a final copy (see below), which mainly shows adaptations as far as design is concerned - a cfew typos were eliminated, as well.

This draft was finalised in December 2013 as a basis for the EUfolio pilot implementation. It bases on a presentation in October 2013 (EUfolio meeting in Krems) and the follow-up discussions. For the version available for download below only minor design revisions (mainly placing Logos) were done in 2015.

Attached files Attachments 1

Del10EUfolioProcessSpecification_draftFinal_rev2015.pdf (2.6M) - Download

EUfolio: Implementation in lower secondary schools across Europe
(text as pubished in the EUROPORTFOLIO implementation guidelines)

EUfolio-EU classroom ePortfolios [21](May 2013-April 2015) is devoted to addressing the challenges of integrating ePortfolios in teaching and learning and transforming classroom practice in lower secondary schools. The pilot - implementation in in Cyprus, Ireland, Lithuania, Slovenia, and Spain - was prepared by input of the partners, which was partially promoted by a preparatory questionnaire. The implementation of ePortfolios was based on JISC’s „Six steps to e-portfolio-based learning“ (JISC 2008: 36-37) as well as on JISC’s „Implementing e-portfolios checklist“ (2008/2012).

General features of the pilot include:

  • a focus on student learning (process centric);
  • promotion of student reflection and collaboration;
  • fostering of peer and self-assessment;
  • supporting teachers in providing formative feedback and tracking students’ progress;
  • promotion of critical thinking and metacognition.

On the basis of a policy and practice review and a process specification as well as a functional specification, two ePortfolio platforms (Mahara and Microsoft based) for teaching, learning and assessment use were designed, developed and tested. The second phase of the pilot (starting in September 2014) will involve further groups of teachers and learners.

The EUfolio consortium recommended a teacher-centered implementation of ePortfolios to the pilot schools. Well prepared teachers are developing projects and/or teaching methods involving ePortfolios in the curriculum. This, however, means that teachers have to have the full support on policy, institutional, and technical level as well as ongoing CPD (continuing professional development) support. Teacher-centered also means, that teachers understand the learner-centered approach of teaching and learning with ePortfolios.

In order to ensure a common approach to the teacher's CPD, a "train the trainer" workshop was held by the partners involved and attended by teacher trainers from all piloting countries. On the basis of this workshop and a trainer's booklet, teacher's trainings were carried out. The teachers furthermore are offered constant support - for didactic and technical questions alike.

Source: EUROPORTFOLIO Implementation Guidelines (Wiki)