Aplologies if you have discussed this already.. you are all too
prolific with your contributions for me to follow this on a daily
basis.. have any of you seen the 'diamond model' mentioned in this
link:
I would very much like to see it as we go forward with developing our
PLTs resources. It is a shame they do not go the 'extra mile' with
these case studies and give us a video clip or documentation. Will
share what I find in my investigations.
Ray Tolley ICT Education Consultant UK & European Reseller for eFolio Maximise-ICT www.maximise-ict.co.uk Tel: 0191 414 6320 Mob: 07709 7709 45 Skype: ray.tolley Stamp down our carbon footprint. Before printing this e-mail or any other document, please ask yourself whether you need a hard copy.
[mailto:eportfolios-and-plts@googlegroups.com] On Behalf Of GillC Sent: 07 July 2008 14:22 To: ePortfolios and PLTs Subject: {ePortfolios-and-PLTs} PLTS self-assessment
Aplologies if you have discussed this already.. you are all too prolific with your contributions for me to follow this on a daily basis.. have any of you seen the 'diamond model' mentioned in this link:
I would very much like to see it as we go forward with developing our PLTs resources. It is a shame they do not go the 'extra mile' with these case studies and give us a video clip or documentation. Will share what I find in my investigations.
You have got me thinking here Gill, assessing PLTs! - I was happy
with the requirement to evidence PLTs but naively had not recognised
that if learners were to evidence their PLTs they would have to know
what the PLTs were, and have some idea of some ‘benchmarks’ that they
could use to describe what they could do. As soon as we get involved
in that process we will soon be talking assessment for learning. We
are talking assessment – well spotted – thank you. But very few people
are even talking about PLTs (try a google search!) – Who is getting
ready to assess them? We need to be??
Broughton Hall School clearly is – I enjoyed reading the Case Study
and found my self wondering how they might manage/organise things when
they move on to embrace all six PLTs? Lots and lots of implications
for all schools and colleges!
On another issue, are you clear about the national picture on
Individual Learning Plans?
On 7 Jul, 14:22, GillC <gill.co...@googlemail.com> wrote:
> Aplologies if you have discussed this already.. you are all too
> prolific with your contributions for me to follow this on a daily
> basis.. have any of you seen the 'diamond model' mentioned in this
> link:
> I would very much like to see it as we go forward with developing our
> PLTs resources. It is a shame they do not go the 'extra mile' with
> these case studies and give us a video clip or documentation. Will
> share what I find in my investigations.
Thanks, John,
We acknowledge that PLTS will need to be "assessed" so that students
know how far they have come with them. The traffic light model is one
we are looking to build on. Dave Gilkerson in Nottingham is working
with Becta funding to create activities to enable students to
'experience' and understand their personal learning and thinking
skills. We are looking at how we can support young people to do a self-
assessment based on some online activities and scenarios. ForSkills is
using their Moodle -based assessment software to look at this too and
we are all meeting in August to see how we can bring this all together
within our e-portfolio: Passportfolio (new version 2) to enable young
people to showcase their skills. Hopefully we will have something to
show you all later in the autumn term.
The mention of Individual learning plans brings one of our 14-19
consultants in a rash! We have moved on from ILPs and e-ILPs here and
get frustrated that people seem to be hung up on them. I have to say
that here in the East Midlands, one authority is still going down that
route, one is looking at a more rounded approach and the other is
sitting on the fence. The whole process needs to be much more holistic
and the ILP format just doesn't fit the bill. Ray will back me up
(won't you Ray?) when I say that an e-portfolio approach is much more
effective for the learner.
On 7 Jul, 21:13, John Pallister <jpallis...@aol.com> wrote:
> You have got me thinking here Gill, assessing PLTs! - I was happy
> with the requirement to evidence PLTs but naively had not recognised
> that if learners were to evidence their PLTs they would have to know
> what the PLTs were, and have some idea of some ‘benchmarks’ that they
> could use to describe what they could do. As soon as we get involved
> in that process we will soon be talking assessment for learning. We
> are talking assessment – well spotted – thank you. But very few people
> are even talking about PLTs (try a google search!) – Who is getting
> ready to assess them? We need to be??
> Broughton Hall School clearly is – I enjoyed reading the Case Study
> and found my self wondering how they might manage/organise things when
> they move on to embrace all six PLTs? Lots and lots of implications
> for all schools and colleges!
> On another issue, are you clear about the national picture on
> Individual Learning Plans?
> On 7 Jul, 14:22, GillC <gill.co...@googlemail.com> wrote:
> > Aplologies if you have discussed this already.. you are all too
> > prolific with your contributions for me to follow this on a daily
> > basis.. have any of you seen the 'diamond model' mentioned in this
> > link:
> > I would very much like to see it as we go forward with developing our
> > PLTs resources. It is a shame they do not go the 'extra mile' with
> > these case studies and give us a video clip or documentation. Will
> > share what I find in my investigations.- Hide quoted text -
I think, implicitly, you have touched on the very essence of an e-Portfolio - in that we need to determine how 'light' or 'heavy' the e-Portfolio should be.
In my opinion there are many powerful diagnostic and assessment tools which are best directly 'hard-wired' to the MIS within the VLE. (After all, every school should have their VLE up and running by now!) As complex PLE systems develop, these too can only be built within the perfectly well performing VLEs. I look forward to the time when every schoolchild will log on either in school or remotely and enter a truly personalised working environment that will be web3.0 or semantically based. Within this working environment we find the individual's primary 'Learning Space'. This is what I call the 'Heavy' end of the user's working environment.
However, we must recognise that there are many other 'Learning Spaces' for the individual, including the whole range of 'handhelds' which can link to one's primary 'Learning Space' - even non ICT-based learning experiences can be later captured.
The e-Portfolio, therefore, is, to my mind, one of these 'light' applications that is not loaded with sophisticated assessment and diagnostic tools or any other desktop applications we may use. The e-Portfolio is simply a recorder or repository of those artefacts that the student chooses to place within it. Yes, in terms of assessment, for instance, that will probably include tables, that guide a person's thinking, sharable with mentors or peers etc. Because this is a 'light' system it is easily accessed by my iTouch, a basic '£200 jobbie', any other handheld or the family's PC or any device that can find a wireless hot-spot.
Another fundamental issue of the e-Portfolio not being directly 'wired' to any one assessment system is the whole concept of 'transition'. What I can 'take away' with me when I move schools is important to me.
An e-Portfolio contains not only facts and grades but my thoughts and reflections and a whole host of links or 'favourites' to various contacts with whom I collaborate. It can contain a whole host of Rich Media which even in the selection of such tools says something more about me. This is what assessment is all about - 'sitting alongside' the person, either in situ as John has done with his students or virtually as staff in another school might want to know more etc.
The bottom-line, of course, is that the e-Portfolio should be seen to be owned by the learner, customised as a self representation etc, and how can it be if it is an institutional thing and not portable?
Ray Tolley ICT Education Consultant UK & European Reseller for eFolio Maximise-ICT www.maximise-ict.co.uk Tel: 0191 414 6320 Mob: 07709 7709 45 Skype: ray.tolley Stamp down our carbon footprint. Before printing this e-mail or any other document, please ask yourself whether you need a hard copy.
[mailto:eportfolios-and-plts@googlegroups.com] On Behalf Of GillC Sent: 08 July 2008 13:02 To: ePortfolios and PLTs Subject: {ePortfolios-and-PLTs} Re: Assessing PLTs
Thanks, John, We acknowledge that PLTS will need to be "assessed" so that students know how far they have come with them. The traffic light model is one we are looking to build on. Dave Gilkerson in Nottingham is working with Becta funding to create activities to enable students to 'experience' and understand their personal learning and thinking skills. We are looking at how we can support young people to do a self- assessment based on some online activities and scenarios. ForSkills is using their Moodle -based assessment software to look at this too and we are all meeting in August to see how we can bring this all together within our e-portfolio: Passportfolio (new version 2) to enable young people to showcase their skills. Hopefully we will have something to show you all later in the autumn term.
The mention of Individual learning plans brings one of our 14-19 consultants in a rash! We have moved on from ILPs and e-ILPs here and get frustrated that people seem to be hung up on them. I have to say that here in the East Midlands, one authority is still going down that route, one is looking at a more rounded approach and the other is sitting on the fence. The whole process needs to be much more holistic and the ILP format just doesn't fit the bill. Ray will back me up (won't you Ray?) when I say that an e-portfolio approach is much more effective for the learner.
On 7 Jul, 21:13, John Pallister <jpallis...@aol.com> wrote: > You have got me thinking here Gill, assessing PLTs! - I was happy > with the requirement to evidence PLTs but naively had not recognised > that if learners were to evidence their PLTs they would have to know > what the PLTs were, and have some idea of some ‘benchmarks’ that they > could use to describe what they could do. As soon as we get involved > in that process we will soon be talking assessment for learning. We > are talking assessment – well spotted – thank you. But very few people > are even talking about PLTs (try a google search!) – Who is getting > ready to assess them? We need to be??
> Broughton Hall School clearly is – I enjoyed reading the Case Study > and found my self wondering how they might manage/organise things when > they move on to embrace all six PLTs? Lots and lots of implications > for all schools and colleges!
> On another issue, are you clear about the national picture on > Individual Learning Plans?
> On 7 Jul, 14:22, GillC <gill.co...@googlemail.com> wrote:
> > Aplologies if you have discussed this already.. you are all too > > prolific with your contributions for me to follow this on a daily > > basis.. have any of you seen the 'diamond model' mentioned in this > > link:
> > I would very much like to see it as we go forward with developing our > > PLTs resources. It is a shame they do not go the 'extra mile' with > > these case studies and give us a video clip or documentation. Will > > share what I find in my investigations.- Hide quoted text -
Exactly!
BUT it is a mistake to expect all young people to understand why and
how to use an e-portfolio without some guidance. One hopes that the
PSHE/careers curriculum will enble young people to understand WHY they
need to present themselves effectively to the world and be proud of
their acheivements and skills, but sadly, we find this is what is
missing in many schools here in Nottingham and Nottinghamshire.
Young people need to have the self-awareness and confidence to think
that what they present to employers/training and learning providers is
worth looking at. We find so many of our young people here lack that
confidence and just don't believe in themselves or their skills. One
of the features of Passportfolio is that it provides a starting point
for self-awareness and self-evaluation through quizzes and activities.
It provides a framework to make sense of all the other stuff out there
that is meant to help with choices and decision making and enables the
young person to bring all that back into one online space, sort
through it and set goals and targets based on the choices they make.
They have a support network of teachers, key workers, Connexions PAs,
parents and peers that they can discuss all this with and the ability
to share with a chosen audience.
We are developing other modules around the lines of learning, and
PLTS, which are independent of the Passportfolio, but which are
integrated at key points so that data can be pulled through if
required. We are also integrating our 14-19 common prospectus and the
online common application form for post-16 learning.
So, we have a 'stand alone' e-portfolio, owned by the young person,
that goes with that young person on their learning journey, but which
has lots of additional features to help and support them along the way
and at different key transition points.
We are working on a jigsaw format that helps us structure the
support: based on the four elements:
- Knowing about myself
-Knowing what's available
- Making a good choice
- Putting plans into action
As our new site is to be tailored to different stages in the learning
journey (and reflecting the age range we cover: 11-19), we are also
developing an 11-13/14 (or KS3) version which reflects the more
general 'Every Child Matters' outcomes too (though all the stages
reflect that anyway).
I totally agree with you Ray, when you say the the 'heavy' stuff needs
to sit on the VLE or whatever the school is using. For instance, the
Diploma work that will be stored electronically for marking and
assessment sits better on a system integrated with other school
management systems, especially as the results go through to the
natioanal databse of achievements. The tracking of Diploma students as
they move around their places of learning also sits better there. Some
people here are trying to make one system do everything (including the
e-portfolio aspects) which is a OK but may only partially work because
as we have been discussing, a truly effective e-portfolio goes with
the learner and is not 'locked' into any school-based system.
That's enough of me rabbiting on. Have a good day! Gill
On 8 Jul, 18:21, "Ray Tolley" <r...@maximise-ict.co.uk> wrote:
> I think, implicitly, you have touched on the very essence of an e-Portfolio
> - in that we need to determine how 'light' or 'heavy' the e-Portfolio should
> be.
> In my opinion there are many powerful diagnostic and assessment tools which
> are best directly 'hard-wired' to the MIS within the VLE. (After all, every
> school should have their VLE up and running by now!) As complex PLE systems
> develop, these too can only be built within the perfectly well performing
> VLEs. I look forward to the time when every schoolchild will log on either
> in school or remotely and enter a truly personalised working environment
> that will be web3.0 or semantically based. Within this working environment
> we find the individual's primary 'Learning Space'. This is what I call the
> 'Heavy' end of the user's working environment.
> However, we must recognise that there are many other 'Learning Spaces' for
> the individual, including the whole range of 'handhelds' which can link to
> one's primary 'Learning Space' - even non ICT-based learning experiences can
> be later captured.
> The e-Portfolio, therefore, is, to my mind, one of these 'light'
> applications that is not loaded with sophisticated assessment and diagnostic
> tools or any other desktop applications we may use. The e-Portfolio is
> simply a recorder or repository of those artefacts that the student chooses
> to place within it. Yes, in terms of assessment, for instance, that will
> probably include tables, that guide a person's thinking, sharable with
> mentors or peers etc. Because this is a 'light' system it is easily accessed
> by my iTouch, a basic '£200 jobbie', any other handheld or the family's PC
> or any device that can find a wireless hot-spot.
> Another fundamental issue of the e-Portfolio not being directly 'wired' to
> any one assessment system is the whole concept of 'transition'. What I can
> 'take away' with me when I move schools is important to me.
> An e-Portfolio contains not only facts and grades but my thoughts and
> reflections and a whole host of links or 'favourites' to various contacts
> with whom I collaborate. It can contain a whole host of Rich Media which
> even in the selection of such tools says something more about me. This is
> what assessment is all about - 'sitting alongside' the person, either in
> situ as John has done with his students or virtually as staff in another
> school might want to know more etc.
> The bottom-line, of course, is that the e-Portfolio should be seen to be
> owned by the learner, customised as a self representation etc, and how can
> it be if it is an institutional thing and not portable?
> Ray Tolley
> ICT Education Consultant
> UK & European Reseller for eFolio
> Maximise-ICTwww.maximise-ict.co.uk > Tel: 0191 414 6320
> Mob: 07709 7709 45
> Skype: ray.tolley
> Stamp down our carbon footprint. Before printing this e-mail or any other
> document, please ask yourself whether you need a hard copy.
> [mailto:eportfolios-and-plts@googlegroups.com] On Behalf Of GillC
> Sent: 08 July 2008 13:02
> To: ePortfolios and PLTs
> Subject: {ePortfolios-and-PLTs} Re: Assessing PLTs
> Thanks, John,
> We acknowledge that PLTS will need to be "assessed" so that students
> know how far they have come with them. The traffic light model is one
> we are looking to build on. Dave Gilkerson in Nottingham is working
> with Becta funding to create activities to enable students to
> 'experience' and understand their personal learning and thinking
> skills. We are looking at how we can support young people to do a self-
> assessment based on some online activities and scenarios. ForSkills is
> using their Moodle -based assessment software to look at this too and
> we are all meeting in August to see how we can bring this all together
> within our e-portfolio: Passportfolio (new version 2) to enable young
> people to showcase their skills. Hopefully we will have something to
> show you all later in the autumn term.
> The mention of Individual learning plans brings one of our 14-19
> consultants in a rash! We have moved on from ILPs and e-ILPs here and
> get frustrated that people seem to be hung up on them. I have to say
> that here in the East Midlands, one authority is still going down that
> route, one is looking at a more rounded approach and the other is
> sitting on the fence. The whole process needs to be much more holistic
> and the ILP format just doesn't fit the bill. Ray will back me up
> (won't you Ray?) when I say that an e-portfolio approach is much more
> effective for the learner.
> On 7 Jul, 21:13, John Pallister <jpallis...@aol.com> wrote:
> > You have got me thinking here Gill, assessing PLTs! - I was happy
> > with the requirement to evidence PLTs but naively had not recognised
> > that if learners were to evidence their PLTs they would have to know
> > what the PLTs were, and have some idea of some ‘benchmarks’ that they
> > could use to describe what they could do. As soon as we get involved
> > in that process we will soon be talking assessment for learning. We
> > are talking assessment – well spotted – thank you. But very few people
> > are even talking about PLTs (try a google search!) – Who is getting
> > ready to assess them? We need to be??
> > Broughton Hall School clearly is – I enjoyed reading the Case Study
> > and found my self wondering how they might manage/organise things when
> > they move on to embrace all six PLTs? Lots and lots of implications
> > for all schools and colleges!
> > On another issue, are you clear about the national picture on
> > Individual Learning Plans?
> > On 7 Jul, 14:22, GillC <gill.co...@googlemail.com> wrote:
> > > Aplologies if you have discussed this already.. you are all too
> > > prolific with your contributions for me to follow this on a daily
> > > basis.. have any of you seen the 'diamond model' mentioned in this
> > > link:
> > > I would very much like to see it as we go forward with developing our
> > > PLTs resources. It is a shame they do not go the 'extra mile' with
> > > these case studies and give us a video clip or documentation. Will
> > > share what I find in my investigations.- Hide quoted text -
I understand where you are coming from and appreciate your observations. It reminds me of the old days when I first attempted to introduce ICT into schools. I soon discovered that although my students were excited about what they were doing in my lessons there appeared to be very little 'carry-over' into other subject areas. This was despite my real efforts to get them to look for relevant applications in other subject areas.
It was only when I decided to go for whole-staff training and support that the students began to see the real relevance of what they were learning with me.
I suspect that this is just the same for e-Portfolios. If the e-Portfolio is seen to be subject specific, ie just for ICT lessons or 'Careers' or PSHE or in the universities just for PDP, is there any chance of real 'carry-over' or takeoff within a school? Certainly, the evidence from the universities would suggest not.
As much as ICT can only take off within a school by leadership from the top and the establishment of an whole-school policy, so too, I would suggest that we have little chance of any real e-Portfolio takeoff until Becta or the DCSF starts to put pressure on school leaders to establish in-house training and development.
So, back to PLTS, FS, Careers and Diplomas: Why not make it easy by using an e-Portfolio? Or hasn't the thinking got that far?
Ray Tolley ICT Education Consultant UK & European Reseller for eFolio Maximise-ICT www.maximise-ict.co.uk Tel: 0191 414 6320 Mob: 07709 7709 45 Skype: ray.tolley Stamp down our carbon footprint. Before printing this e-mail or any other document, please ask yourself whether you need a hard copy.
[mailto:eportfolios-and-plts@googlegroups.com] On Behalf Of GillC Sent: 09 July 2008 09:49 To: ePortfolios and PLTs Subject: {ePortfolios-and-PLTs} Re: Assessing PLTs
Exactly! BUT it is a mistake to expect all young people to understand why and how to use an e-portfolio without some guidance. One hopes that the PSHE/careers curriculum will enble young people to understand WHY they need to present themselves effectively to the world and be proud of their acheivements and skills, but sadly, we find this is what is missing in many schools here in Nottingham and Nottinghamshire.
Young people need to have the self-awareness and confidence to think that what they present to employers/training and learning providers is worth looking at. We find so many of our young people here lack that confidence and just don't believe in themselves or their skills. One of the features of Passportfolio is that it provides a starting point for self-awareness and self-evaluation through quizzes and activities. It provides a framework to make sense of all the other stuff out there that is meant to help with choices and decision making and enables the young person to bring all that back into one online space, sort through it and set goals and targets based on the choices they make. They have a support network of teachers, key workers, Connexions PAs, parents and peers that they can discuss all this with and the ability to share with a chosen audience.
We are developing other modules around the lines of learning, and PLTS, which are independent of the Passportfolio, but which are integrated at key points so that data can be pulled through if required. We are also integrating our 14-19 common prospectus and the online common application form for post-16 learning.
So, we have a 'stand alone' e-portfolio, owned by the young person, that goes with that young person on their learning journey, but which has lots of additional features to help and support them along the way and at different key transition points. We are working on a jigsaw format that helps us structure the support: based on the four elements: - Knowing about myself -Knowing what's available - Making a good choice - Putting plans into action As our new site is to be tailored to different stages in the learning journey (and reflecting the age range we cover: 11-19), we are also developing an 11-13/14 (or KS3) version which reflects the more general 'Every Child Matters' outcomes too (though all the stages reflect that anyway).
I totally agree with you Ray, when you say the the 'heavy' stuff needs to sit on the VLE or whatever the school is using. For instance, the Diploma work that will be stored electronically for marking and assessment sits better on a system integrated with other school management systems, especially as the results go through to the natioanal databse of achievements. The tracking of Diploma students as they move around their places of learning also sits better there. Some people here are trying to make one system do everything (including the e-portfolio aspects) which is a OK but may only partially work because as we have been discussing, a truly effective e-portfolio goes with the learner and is not 'locked' into any school-based system.
That's enough of me rabbiting on. Have a good day! Gill
On 8 Jul, 18:21, "Ray Tolley" <r...@maximise-ict.co.uk> wrote: > Gill,
> I think, implicitly, you have touched on the very essence of an e-Portfolio > - in that we need to determine how 'light' or 'heavy' the e-Portfolio should > be.
> In my opinion there are many powerful diagnostic and assessment tools which > are best directly 'hard-wired' to the MIS within the VLE. (After all, every > school should have their VLE up and running by now!) As complex PLE systems > develop, these too can only be built within the perfectly well performing > VLEs. I look forward to the time when every schoolchild will log on either > in school or remotely and enter a truly personalised working environment > that will be web3.0 or semantically based. Within this working environment > we find the individual's primary 'Learning Space'. This is what I call the > 'Heavy' end of the user's working environment.
> However, we must recognise that there are many other 'Learning Spaces' for > the individual, including the whole range of 'handhelds' which can link to > one's primary 'Learning Space' - even non ICT-based learning experiences can > be later captured.
> The e-Portfolio, therefore, is, to my mind, one of these 'light' > applications that is not loaded with sophisticated assessment and diagnostic > tools or any other desktop applications we may use. The e-Portfolio is > simply a recorder or repository of those artefacts that the student chooses > to place within it. Yes, in terms of assessment, for instance, that will > probably include tables, that guide a person's thinking, sharable with > mentors or peers etc. Because this is a 'light' system it is easily accessed > by my iTouch, a basic '£200 jobbie', any other handheld or the family's PC > or any device that can find a wireless hot-spot.
> Another fundamental issue of the e-Portfolio not being directly 'wired' to > any one assessment system is the whole concept of 'transition'. What I can > 'take away' with me when I move schools is important to me.
> An e-Portfolio contains not only facts and grades but my thoughts and > reflections and a whole host of links or 'favourites' to various contacts > with whom I collaborate. It can contain a whole host of Rich Media which > even in the selection of such tools says something more about me. This is > what assessment is all about - 'sitting alongside' the person, either in > situ as John has done with his students or virtually as staff in another > school might want to know more etc.
> The bottom-line, of course, is that the e-Portfolio should be seen to be > owned by the learner, customised as a self representation etc, and how can > it be if it is an institutional thing and not portable?
> Ray Tolley > ICT Education Consultant > UK & European Reseller for eFolio > Maximise-ICTwww.maximise-ict.co.uk > Tel: 0191 414 6320 > Mob: 07709 7709 45 > Skype: ray.tolley > Stamp down our carbon footprint. Before printing this e-mail or any other > document, please ask yourself whether you need a hard copy.
> [mailto:eportfolios-and-plts@googlegroups.com] On Behalf Of GillC > Sent: 08 July 2008 13:02 > To: ePortfolios and PLTs > Subject: {ePortfolios-and-PLTs} Re: Assessing PLTs
> Thanks, John, > We acknowledge that PLTS will need to be "assessed" so that students > know how far they have come with them. The traffic light model is one > we are looking to build on. Dave Gilkerson in Nottingham is working > with Becta funding to create activities to enable students to > 'experience' and understand their personal learning and thinking > skills. We are looking at how we can support young people to do a self- > assessment based on some online activities and scenarios. ForSkills is > using their Moodle -based assessment software to look at this too and > we are all meeting in August to see how we can bring this all together > within our e-portfolio: Passportfolio (new version 2) to enable young > people to showcase their skills. Hopefully we will have something to > show you all later in the autumn term.
> The mention of Individual learning plans brings one of our 14-19 > consultants in a rash! We have moved on from ILPs and e-ILPs here and > get frustrated that people seem to be hung up on them. I have to say > that here in the East Midlands, one authority is still going down that > route, one is looking at a more rounded approach and the other is > sitting on the fence. The whole process needs to be much more holistic > and the ILP format just doesn't fit the bill. Ray will back me up > (won't you Ray?) when I say that an e-portfolio approach is much more > effective for the learner.
> On 7 Jul, 21:13, John Pallister <jpallis...@aol.com> wrote: > > You have got me thinking here Gill, assessing PLTs! - I was happy > > with the requirement to evidence
"So, back to PLTS, FS, Careers and Diplomas: Why not make it easy by
using
> an e-Portfolio? Or hasn't the thinking got that far?"
The answer is YES! it has in the city and some ASG's in the county..
we are getting there slowly..but you are totally correct - it's all
about the leadership!
G :-)
On 9 Jul, 11:38, "Ray Tolley" <r...@maximise-ict.co.uk> wrote:
> I understand where you are coming from and appreciate your observations. It
> reminds me of the old days when I first attempted to introduce ICT into
> schools. I soon discovered that although my students were excited about
> what they were doing in my lessons there appeared to be very little
> 'carry-over' into other subject areas. This was despite my real efforts to
> get them to look for relevant applications in other subject areas.
> It was only when I decided to go for whole-staff training and support that
> the students began to see the real relevance of what they were learning with
> me.
> I suspect that this is just the same for e-Portfolios. If the e-Portfolio
> is seen to be subject specific, ie just for ICT lessons or 'Careers' or PSHE
> or in the universities just for PDP, is there any chance of real
> 'carry-over' or takeoff within a school? Certainly, the evidence from the
> universities would suggest not.
> As much as ICT can only take off within a school by leadership from the top
> and the establishment of an whole-school policy, so too, I would suggest
> that we have little chance of any real e-Portfolio takeoff until Becta or
> the DCSF starts to put pressure on school leaders to establish in-house
> training and development.
> So, back to PLTS, FS, Careers and Diplomas: Why not make it easy by using
> an e-Portfolio? Or hasn't the thinking got that far?
> Ray Tolley
> ICT Education Consultant
> UK & European Reseller for eFolio
> Maximise-ICTwww.maximise-ict.co.uk > Tel: 0191 414 6320
> Mob: 07709 7709 45
> Skype: ray.tolley
> Stamp down our carbon footprint. Before printing this e-mail or any other
> document, please ask yourself whether you need a hard copy.
> [mailto:eportfolios-and-plts@googlegroups.com] On Behalf Of GillC
> Sent: 09 July 2008 09:49
> To: ePortfolios and PLTs
> Subject: {ePortfolios-and-PLTs} Re: Assessing PLTs
> Exactly!
> BUT it is a mistake to expect all young people to understand why and
> how to use an e-portfolio without some guidance. One hopes that the
> PSHE/careers curriculum will enble young people to understand WHY they
> need to present themselves effectively to the world and be proud of
> their acheivements and skills, but sadly, we find this is what is
> missing in many schools here in Nottingham and Nottinghamshire.
> Young people need to have the self-awareness and confidence to think
> that what they present to employers/training and learning providers is
> worth looking at. We find so many of our young people here lack that
> confidence and just don't believe in themselves or their skills. One
> of the features of Passportfolio is that it provides a starting point
> for self-awareness and self-evaluation through quizzes and activities.
> It provides a framework to make sense of all the other stuff out there
> that is meant to help with choices and decision making and enables the
> young person to bring all that back into one online space, sort
> through it and set goals and targets based on the choices they make.
> They have a support network of teachers, key workers, Connexions PAs,
> parents and peers that they can discuss all this with and the ability
> to share with a chosen audience.
> We are developing other modules around the lines of learning, and
> PLTS, which are independent of the Passportfolio, but which are
> integrated at key points so that data can be pulled through if
> required. We are also integrating our 14-19 common prospectus and the
> online common application form for post-16 learning.
> So, we have a 'stand alone' e-portfolio, owned by the young person,
> that goes with that young person on their learning journey, but which
> has lots of additional features to help and support them along the way
> and at different key transition points.
> We are working on a jigsaw format that helps us structure the
> support: based on the four elements:
> - Knowing about myself
> -Knowing what's available
> - Making a good choice
> - Putting plans into action
> As our new site is to be tailored to different stages in the learning
> journey (and reflecting the age range we cover: 11-19), we are also
> developing an 11-13/14 (or KS3) version which reflects the more
> general 'Every Child Matters' outcomes too (though all the stages
> reflect that anyway).
> I totally agree with you Ray, when you say the the 'heavy' stuff needs
> to sit on the VLE or whatever the school is using. For instance, the
> Diploma work that will be stored electronically for marking and
> assessment sits better on a system integrated with other school
> management systems, especially as the results go through to the
> natioanal databse of achievements. The tracking of Diploma students as
> they move around their places of learning also sits better there. Some
> people here are trying to make one system do everything (including the
> e-portfolio aspects) which is a OK but may only partially work because
> as we have been discussing, a truly effective e-portfolio goes with
> the learner and is not 'locked' into any school-based system.
> That's enough of me rabbiting on. Have a good day! Gill
> > I think, implicitly, you have touched on the very essence of an
> e-Portfolio
> > - in that we need to determine how 'light' or 'heavy' the e-Portfolio
> should
> > be.
> > In my opinion there are many powerful diagnostic and assessment tools
> which
> > are best directly 'hard-wired' to the MIS within the VLE. (After all,
> every
> > school should have their VLE up and running by now!) As complex PLE
> systems
> > develop, these too can only be built within the perfectly well performing
> > VLEs. I look forward to the time when every schoolchild will log on
> either
> > in school or remotely and enter a truly personalised working environment
> > that will be web3.0 or semantically based. Within this working
> environment
> > we find the individual's primary 'Learning Space'. This is what I call the
> > 'Heavy' end of the user's working environment.
> > However, we must recognise that there are many other 'Learning Spaces' for
> > the individual, including the whole range of 'handhelds' which can link to
> > one's primary 'Learning Space' - even non ICT-based learning experiences
> can
> > be later captured.
> > The e-Portfolio, therefore, is, to my mind, one of these 'light'
> > applications that is not loaded with sophisticated assessment and
> diagnostic
> > tools or any other desktop applications we may use. The e-Portfolio is
> > simply a recorder or repository of those artefacts that the student
> chooses
> > to place within it. Yes, in terms of assessment, for instance, that will
> > probably include tables, that guide a person's thinking, sharable with
> > mentors or peers etc. Because this is a 'light' system it is easily
> accessed
> > by my iTouch, a basic '£200 jobbie', any other handheld or the family's PC
> > or any device that can find a wireless hot-spot.
> > Another fundamental issue of the e-Portfolio not being directly 'wired' to
> > any one assessment system is the whole concept of 'transition'. What I
> can
> > 'take away' with me when I move schools is important to me.
> > An e-Portfolio contains not only facts and grades but my thoughts and
> > reflections and a whole host of links or 'favourites' to various contacts
> > with whom I collaborate. It can contain a whole host of Rich Media which
> > even in the selection of such tools says something more about me. This is
> > what assessment is all about - 'sitting alongside' the person, either in
> > situ as John has done with his students or virtually as staff in another
> > school might want to know more etc.
> > The bottom-line, of course, is that the e-Portfolio should be seen to be
> > owned by the learner, customised as a self representation etc, and how can
> > it be if it is an institutional thing and not portable?
> > Ray Tolley
> > ICT Education Consultant
> > UK & European Reseller for eFolio
> > Maximise-ICTwww.maximise-ict.co.uk > > Tel: 0191 414 6320
> > Mob: 07709 7709 45
> > Skype: ray.tolley
> > Stamp down our carbon footprint. Before printing this e-mail or any other
> > document, please ask yourself whether you need a hard copy.
> > [mailto:eportfolios-and-plts@googlegroups.com] On Behalf Of GillC
> > Sent: 08 July 2008 13:02
> > To: ePortfolios and PLTs
> > Subject: {ePortfolios-and-PLTs} Re: Assessing PLTs
> > Thanks, John,
> > We acknowledge that PLTS will need to be "assessed" so that students
> > know how far they have come with them. The traffic light model is one
> > we are looking to build on. Dave Gilkerson in Nottingham is working
> > with Becta funding to create activities to enable students to
> > 'experience' and understand their personal learning and thinking
> > skills. We are looking at how we can support young people to do a self-
> > assessment based on some online activities and scenarios. ForSkills is
> > using their Moodle -based assessment software to look at this too and
> > we are all meeting in August to see how we can bring this all together
> > within our e-portfolio:
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