E-Portfolios in school
When talking about e-portfolios, the meaning of this term has to be clarified. Originally, the term “portfolio” has been part of the economic terminology. Here, shares are stored in portfolios, for instance. When turning to the usage in school, the meaning has slightly changed. A definition that can be found on the web says: “Electronic Portfolios are a creative means of organizing, summarizing, and sharing artifacts, information, and ideas about teaching and/or learning, along with personal and professional growth” ( http://eduscapes.com/tap/topic82.htm ) .
Reasons for using e-portfolios in school
But why should electronic portfolios be used in schools? The idea of using portfolios in foreign language classes is even part of the Hessian curriculum. Here, the use of the so called “Europäische Fremdsprachenportfolio” is suggested.
Ein geeignetes Instrument zur Bewusstmachung und Erweiterung der Methodenkompetenz der Schülerinnen und Schüler und zur Selbstevaluation ihrer fremdsprachlichen Fertigkeiten ist das Europäische Fremdsprachenportfolio, das die vom Europarat festgelegten und international anerkannten Kompetenzstufen A1-C2 einbezieht. Der unterrichtliche Einsatz dieses Portfolios dient außerdem der Qualitätssicherung von fremdsprachlichem Unterricht […].
(http://www.hessen.de/irj/HKM_Internet?cid=9e0b5517dfc688683c15ce252202d4b9)
This kind of portfolio consists of three parts: One language passport in which the pupils collect all their language diplomas, for instance, a personal language biography and a portfolio in which they collect some of the works they created for their language classes. For further information about the "Europäische Fremdsprachenportfolio" you can visit the website http://www.manfred-huth.de/fbr/port.html .
Unfortunately, not many schools have implemented this kind of portfolio into their lessons, yet. An alternative might now be the use of normal electronic portfolios. Of course, portfolios could also be created without the use of any new media, but the curriculum also highlights the media competences students should acquire during their school time. In this context, the following paragraph can be found in the Hessian curriculum:
Insbesondere hat auch im Englischunterricht die Vermittlung von Medienkompetenz (auch computer literacy) einen hohen Stellenwert. Mit Blick auf die Ziele im Bereich der Medienkompetenz und des fächerverbindenden Unterrichts lassen sich Projekte unter Nutzung des Internets durchführen - mit darüber erreichbaren Partnern und dort verfügbaren Informationen.
Die modernen elektronischen Medien sind im privaten wie beruflichen Alltag unverzichtbar und deshalb zwingend in den Unterricht einzubeziehen, sei es zur Kontaktaufnahme mit anderen Ländern (E-Mail-Projekte), zur Informationsbeschaffung und -bewertung (Internet-Recherche und Nutzung von Datenbanken) oder zur Darstellung eigener kreativer Leistungen.
(http://www.hessen.de/irj/HKM_Internet?cid=9e0b5517dfc688683c15ce252202d4b9)
Advantages of electronic portfolios
By using electronic portfolios for teaching purposes, these two aspects of the Hessian curriculum can be combined. The students develop and create their own portfolios that mirror their learning process, and simultaneously they improve their computer literacy as they have to work with different software tools. That is why the use of electronic portfolios combines different skills. On the one hand, the pupils can improve their language skills by writing entries for their portfolio, but on the other hand, they engage with the computer in more detail. Additionally, this method also takes into account that today`s pupils grow up with lots of technological equipment and that new media have become an integral part of their lives (also see essay about the JIM-Study).
E-Portfolios also offer more possibilities than portfolios created on paper. “Electronic portfolios […] present information not only through text, but also through visuals, audio and video formats” (http://eduscapes.com/tap/topic82.htm ). Therefore, the pupils can discover and work with many possibilities computer and the internet offers. This aspect has also been mentioned in an educationworld article in which it says for example: “The ability to use hyperlinks to connect sections of the portfolio content is one advantage of using electronic portfolios instead of paper portfolios. A paper portfolio is static. […]. In addition, a paper portfolio usually represents the only copy of portfolio content. When the portfolio is in digital format, students can easily duplicate and transport it.” Nevertheless, also it is highlighted that it is “also a process of self-reflection and personal growth. The process is very personal --- a story of self that involves in a great deal of self-reflection and thought” (www.educationworld.com/a_tech/tech/tech111.shtml )
Apart from this, there are also many other advantages of electronic portfolios that should not fall into oblivion. The first advantage is that a portfolio usually consists of works the students regard as important and significant for their own learning process. In this context, it is important that the pupils have the choice of what to include in their portfolio or not. Of course, there might be some obligatory tasks the pupils have to upload to their portfolios due to assessment criteria, but generally, they should be allowed to decide what they want to publish and share with others. This way of producing e-portfolios also improves and supports individualized learning. The pupils can choose what to write about, they can work on their texts at home whenever they want to or can correct and change their entries from time to time.
Another advantage of electronic portfolios is that the texts etc. are not just written for the teacher as it is often the case. In contrast to assignments that are handed in once and then only read by the teacher, the portfolios can be accessed by unknown people, as well. This is a fact that might increase the pupils` motivation to produce good results.
Apart from that, the works produced by the pupils are stored in a structured way. When writing texts on a piece of paper, it often happens that the sheet is lost or that one has forgotten where it can be found again. When storing products online, they will not get lost and can be accessed within some seconds. This aspect of easy access might also encourage the pupils to look at their products once again and to improve them later.
Another argument in favor of using portfolios in school that should not be forgotten is that portfolios can serve as a point of reference when it comes to job applications. By the help of the portfolio, the future employer can immediately see how familiar the applicant is with the English language and can also judge his or her language abilities. If the portfolio is provided in an electronic format, the employer can often access it online, and the applicant does not even have to send his or her application documents by post.
Age group
After some arguments in favor of using e-portfolios in school have been presented, there still is the question of what age group such portfolios can be used with. In my opinion, e-portfolios can be used from year five onwards. Of course, the younger the pupils are, the more instruction and help they will need. One possibility could be to create the basic portfolio page together in class. After this is done, the pupils could publish short texts on their portfolios regularly. The older the pupils are, the more they could do with their portfolios. Besides plain texts, they can include further multimedia elements, can change the design of their portfolio, and can publish longer and more complex entries.
Two tools
After talking about electronic portfolios and their use in schools in general, I would now like to present two tools that can be used to create electronic portfolios. The first tool is called weebly. com and has already been described briefly in the task “New Tools”. Weebly. com is a website creator that is very easy to work with. Nearly all functions and buttons are self-explanatory, and that is why it does not take long to be able to create an own website. But the best is that nearly no html knowledge is required as it is often the case. If one decides to stick to the basic designs and functions the program already offers, there is no need to use this computer language. Instead, one only has to use the drag and drop functions. To show you how weebly actually works, I have decided to include the following YouTube video. In this YouTube video, you learn how to create a personal website and you are introduced to the most important functions of weebly.
Reasons for using e-portfolios in school
But why should electronic portfolios be used in schools? The idea of using portfolios in foreign language classes is even part of the Hessian curriculum. Here, the use of the so called “Europäische Fremdsprachenportfolio” is suggested.
Ein geeignetes Instrument zur Bewusstmachung und Erweiterung der Methodenkompetenz der Schülerinnen und Schüler und zur Selbstevaluation ihrer fremdsprachlichen Fertigkeiten ist das Europäische Fremdsprachenportfolio, das die vom Europarat festgelegten und international anerkannten Kompetenzstufen A1-C2 einbezieht. Der unterrichtliche Einsatz dieses Portfolios dient außerdem der Qualitätssicherung von fremdsprachlichem Unterricht […].
(http://www.hessen.de/irj/HKM_Internet?cid=9e0b5517dfc688683c15ce252202d4b9)
This kind of portfolio consists of three parts: One language passport in which the pupils collect all their language diplomas, for instance, a personal language biography and a portfolio in which they collect some of the works they created for their language classes. For further information about the "Europäische Fremdsprachenportfolio" you can visit the website http://www.manfred-huth.de/fbr/port.html .
Unfortunately, not many schools have implemented this kind of portfolio into their lessons, yet. An alternative might now be the use of normal electronic portfolios. Of course, portfolios could also be created without the use of any new media, but the curriculum also highlights the media competences students should acquire during their school time. In this context, the following paragraph can be found in the Hessian curriculum:
Insbesondere hat auch im Englischunterricht die Vermittlung von Medienkompetenz (auch computer literacy) einen hohen Stellenwert. Mit Blick auf die Ziele im Bereich der Medienkompetenz und des fächerverbindenden Unterrichts lassen sich Projekte unter Nutzung des Internets durchführen - mit darüber erreichbaren Partnern und dort verfügbaren Informationen.
Die modernen elektronischen Medien sind im privaten wie beruflichen Alltag unverzichtbar und deshalb zwingend in den Unterricht einzubeziehen, sei es zur Kontaktaufnahme mit anderen Ländern (E-Mail-Projekte), zur Informationsbeschaffung und -bewertung (Internet-Recherche und Nutzung von Datenbanken) oder zur Darstellung eigener kreativer Leistungen.
(http://www.hessen.de/irj/HKM_Internet?cid=9e0b5517dfc688683c15ce252202d4b9)
Advantages of electronic portfolios
By using electronic portfolios for teaching purposes, these two aspects of the Hessian curriculum can be combined. The students develop and create their own portfolios that mirror their learning process, and simultaneously they improve their computer literacy as they have to work with different software tools. That is why the use of electronic portfolios combines different skills. On the one hand, the pupils can improve their language skills by writing entries for their portfolio, but on the other hand, they engage with the computer in more detail. Additionally, this method also takes into account that today`s pupils grow up with lots of technological equipment and that new media have become an integral part of their lives (also see essay about the JIM-Study).
E-Portfolios also offer more possibilities than portfolios created on paper. “Electronic portfolios […] present information not only through text, but also through visuals, audio and video formats” (http://eduscapes.com/tap/topic82.htm ). Therefore, the pupils can discover and work with many possibilities computer and the internet offers. This aspect has also been mentioned in an educationworld article in which it says for example: “The ability to use hyperlinks to connect sections of the portfolio content is one advantage of using electronic portfolios instead of paper portfolios. A paper portfolio is static. […]. In addition, a paper portfolio usually represents the only copy of portfolio content. When the portfolio is in digital format, students can easily duplicate and transport it.” Nevertheless, also it is highlighted that it is “also a process of self-reflection and personal growth. The process is very personal --- a story of self that involves in a great deal of self-reflection and thought” (www.educationworld.com/a_tech/tech/tech111.shtml )
Apart from this, there are also many other advantages of electronic portfolios that should not fall into oblivion. The first advantage is that a portfolio usually consists of works the students regard as important and significant for their own learning process. In this context, it is important that the pupils have the choice of what to include in their portfolio or not. Of course, there might be some obligatory tasks the pupils have to upload to their portfolios due to assessment criteria, but generally, they should be allowed to decide what they want to publish and share with others. This way of producing e-portfolios also improves and supports individualized learning. The pupils can choose what to write about, they can work on their texts at home whenever they want to or can correct and change their entries from time to time.
Another advantage of electronic portfolios is that the texts etc. are not just written for the teacher as it is often the case. In contrast to assignments that are handed in once and then only read by the teacher, the portfolios can be accessed by unknown people, as well. This is a fact that might increase the pupils` motivation to produce good results.
Apart from that, the works produced by the pupils are stored in a structured way. When writing texts on a piece of paper, it often happens that the sheet is lost or that one has forgotten where it can be found again. When storing products online, they will not get lost and can be accessed within some seconds. This aspect of easy access might also encourage the pupils to look at their products once again and to improve them later.
Another argument in favor of using portfolios in school that should not be forgotten is that portfolios can serve as a point of reference when it comes to job applications. By the help of the portfolio, the future employer can immediately see how familiar the applicant is with the English language and can also judge his or her language abilities. If the portfolio is provided in an electronic format, the employer can often access it online, and the applicant does not even have to send his or her application documents by post.
Age group
After some arguments in favor of using e-portfolios in school have been presented, there still is the question of what age group such portfolios can be used with. In my opinion, e-portfolios can be used from year five onwards. Of course, the younger the pupils are, the more instruction and help they will need. One possibility could be to create the basic portfolio page together in class. After this is done, the pupils could publish short texts on their portfolios regularly. The older the pupils are, the more they could do with their portfolios. Besides plain texts, they can include further multimedia elements, can change the design of their portfolio, and can publish longer and more complex entries.
Two tools
After talking about electronic portfolios and their use in schools in general, I would now like to present two tools that can be used to create electronic portfolios. The first tool is called weebly. com and has already been described briefly in the task “New Tools”. Weebly. com is a website creator that is very easy to work with. Nearly all functions and buttons are self-explanatory, and that is why it does not take long to be able to create an own website. But the best is that nearly no html knowledge is required as it is often the case. If one decides to stick to the basic designs and functions the program already offers, there is no need to use this computer language. Instead, one only has to use the drag and drop functions. To show you how weebly actually works, I have decided to include the following YouTube video. In this YouTube video, you learn how to create a personal website and you are introduced to the most important functions of weebly.
As you are visiting my e-portfolio at the moment, you already know what a portfolio created with weebly. com can look like.
The second tool I would like to present now is called Mahara. This tool is often used together with the learning platform moodle in schools. If you decide to work with Mahara, there are several possibilities to do so. If you already possess a moodle account, you can access this program there. If that is not the case, you can either log in to your Mahara account on the website www.mahara.de, or you can download it on your computer. Apart from that, a portable version for USB-Sticks is available, as well.
Unfortunately, the program Mahara seems to be more difficult to work with than weebly.com. The functions offered by this program are not that self-explanatory, and it takes longer to familiarize yourself with the options provided there. Nevertheless, Mahara also offers some functions that are not available on weebly. For example, it is possible to use this program as some kind of social network, too. You can create groups and decide who can see your publications. This feature makes the program attractive for teaching purposes as it is also possible to only allow the teacher to look at a certain product.
Instead of describing myself how you can use Mahara, I decided again to include a YouTube video that explains the most important functions.
The second tool I would like to present now is called Mahara. This tool is often used together with the learning platform moodle in schools. If you decide to work with Mahara, there are several possibilities to do so. If you already possess a moodle account, you can access this program there. If that is not the case, you can either log in to your Mahara account on the website www.mahara.de, or you can download it on your computer. Apart from that, a portable version for USB-Sticks is available, as well.
Unfortunately, the program Mahara seems to be more difficult to work with than weebly.com. The functions offered by this program are not that self-explanatory, and it takes longer to familiarize yourself with the options provided there. Nevertheless, Mahara also offers some functions that are not available on weebly. For example, it is possible to use this program as some kind of social network, too. You can create groups and decide who can see your publications. This feature makes the program attractive for teaching purposes as it is also possible to only allow the teacher to look at a certain product.
Instead of describing myself how you can use Mahara, I decided again to include a YouTube video that explains the most important functions.
Personally, I prefer the website weebly. com when it comes to creating e-portfolios. But nevertheless, I think that it is worth trying Mahara, too. The group function really is an advantage of this tool that should not fall into oblivion. If you are now interested in Mahara, you can try the demo version that is available on the website www.mahara.de. On this website, you can find the username and password required for testing the program. If you enter this data, you can test all functions of Mahara, but unfortunately, all content that you entered is deleted once per day.
I hope you are now interested in using e-portfolios in your own teaching.
I hope you are now interested in using e-portfolios in your own teaching.
