Saturday, June 5, 2010

Assignment I

Dear Students

Please cut and paste all your discussions in this blog since i cant see anything in OUM LMS.
You can begin planning for Assignment One which is a Proposal Paper on Your E-portfolio.

You can also refer to the great articles posted by Imran.

Your E-portfolio could either be a teaching and learning portfolio or professional portfolio (please look at the examples) or a combination of both.

I would like to repeat that your grades will be based on the following tasks:

1) Proposal for e-portfolio (20%)
2) Displaying artifacts and reflection (30%)

3) Final submission and presentation of e-portfolio (30%)

4) Online discussions (20%)

Best regards


  1. Re : Re : Re : Re : Re : Inquiries Sun 06th Jun 2010
    Posted By : DENNIS ST. ALBERT MCKOY Fri 04th Jun 2010
    Attachment : No file attach

    Hello Mike and All,

    I think that the place to begin is to point out that the whole concept of a portfolio began in professions (such as architecture, art, advertizing, photography, and journalism) where the professionals as part of their marketing strategy is to preserve, for showcase to prospective clients and would-be emplpyers , the best pieces of his work.

    Today, with the shift of paradigm to authentic and performance-based learning, an increasing number of learning institutions and communities have adopted the concept as an authentic expression and assessment of students' overall educational experience. The is done by focusing the assessment exrcise on the collection of students' and showcasing students best pieces of work over time, just as is the case in the procfessions mentioned earlier.

    On account of the nature of the programme in which we are involved, the concept of e-portfolio should not be overlooked. One value of this type of portfolio is one sure way of assessing the quality of online course offering by critically students' outcomes (or work) over time (Vilic & Cini, 2006).


  2. Dear Professor Putri,

    I have cut and pasted my response to Mike's definition of portfolio and pasted here because you said you had difficulty reading what is posted in LMS. Now that that has been done, I need some guidance as to what should be done next. I feel lost.

  3. Re : Re : Re : Re : Inquiries Fri 04th Jun 2010
    Posted By : MICHAEL NKWENTI NDONGFACK Thu 03rd Jun 2010
    Reply To : SHRIRAM R
    Attachment : No file attach

    Respectable Facilitator and Dear colleagues,

    Thanks Prof Shiram for setting the pace. Let me attempt the definition of a portfolio.

    A portfolio is a collection of items from your educational and professional experience that highlights your knowledge, skills, or abilities. It takes the place of a traditional resume and is often used to seek employment.

    A professional portfolio exhibits an individual’s professional skill, growth, and achievement more effectively than an old-fashioned resume. A portfolio goes beyond a conventional resume. A portfolio is a visual representation of your finest work. It provides visual evidence of your abilities, achievements, and interests. It demonstrates your uniqueness and sets you apart from others competing in the job market. More importantly, a portfolio tells the story of the road you've travelled and the direction in which you are heading.

    I will appreciate your comments about this definition


  4. Hi Dr Putri

    could you please advise which is the main course discussion forum, the secondlife, mylms or this blog?
    Sarah Zaman

  5. Hi Dennis, Mike, Sarah and all

    To me for now, a combined learning and professional portfolio is a better option as it allows me to showcase those artifacts of my work drawn from my studies which have come to enhance my professional capabilities. I see e-portfolios as a valuable learning tool for knowlede workers, for their professional development purposes.

  6. Hello Dr. Putri and Colleagues

    Is is great to be back here working with you all. All the best for this final semester.

    I have been doing my reading and research from the literature that Imran sent along with that of Dr. Putri and also from the internet. It is clear that the concept of a portfolio is not new but by putting the "e" in front of it creates not only a different medium but a different product. It the article by Lorenzo and Ittelson (2005, it is clear that there are a number of issues and challenges of the different types of e-portfolios - student, teaching and institutional. However, it remains an assessment and learning tool which can be used in education and employers in the 21st century.

    This course should be fun as last semester I joined Second Life and did not have much travelling expeditions. I hope to really understand it now and get so practice. In my next post i will reveal my second life name and we can start the journey.

    E-Portfolio should be used in education as another assessment method or option although there are lots of issues and challenges to be worked before it is sen as being authentic.

    I await to here you now.


  7. Dear colleagues

    I am back from my holidays. And now i we can begin our discussion more actively.

    Actually all of your comments are on the spot. But lets look at some definition according to experts and how its related to assessment.

    Firstly, prof Grant Wiggins of Columbia University defines a portfolio as:
    " a representative collection of one's work. As the word's roots suggest (and as is still the case in the arts), the sample of work is fashioned for a particular objective and carried from place to place for inspection or exhibition." (Wiggins, 2000.

    Professor Helen Barrett defines an electronic portfolio as "the use of electronic technologies that allow the portfolio developer to collect and organize artifacts in many formats (audio, video, graphics, and text). A standards-based electronic portfolio uses hypertext links to organize the material to connect artifacts to appropriate goals or standards."

    She also said that often, the terms electronic portfolio and digital portfolio are used interchangeably. The distinctions are: an electronic portfolio contains artifacts that may be in analog (e.g., videotape) or computer-readable form. In a digital portfolio, all artifacts have been transformed into computer-readable form.

    Please take note that an electronic portfolio is not a haphazard collection of artifacts (i.e., a digital scrapbook or multimedia presentation) but rather a reflective tool that demonstrates growth over time.

    Most of portfolio definitions include the word collection; collections of work can be folders, or scrapbooks or portfolios.

    What differentiates an electronic portfolio from a digital scrapbook or an online resume is the organization of the portfolio around a set of standards or learning goals, plus the learner's reflections, both on their achievement of the standards, and the rationale for selecting specific artifacts, as well as an overall reflection on the portfolio as a whole.

    The benefits of developing electronic portfolios for either students or teachers includes:
    - minimal storage space
    - easy to create back-up files
    - portability
    - long shelf life
    - learner-centered
    - increases technology skills
    - through hypertext links it is easier to make argument that certain standards are met
    accessibility (especially web portfolios) (Kankaanranta, Barrett & Hartnell-Young, 2000)

    Barrett, Helen (2000, April). Create Your Own Electronic Portfolio. Learning & Leading with Technology Vol. 27, No. 7, pp. 14-21

  8. This comment has been removed by the author.


    Like a multimedia development process, creating an e-portfolio usually covers the following stages (Ivers & Barron, 1998):

    *Assess/Decide.The focus is on needs assessment of the audience, the presentation goals, and the appropriate tools for the final portfolio presentation.
    *Design/Plan. In the second stage, focus on organizing or designing the presentation. *Determine audience-appropriate content, software, storage medium, and presentation sequence. Construct flow charts and write storyboards.
    *Develop. Gather materials to include in the presentation and organize them into a sequence (or use hyperlinks) for the best presentation of the material, using an appropriate multimedia authoring program.
    *Implement. The developer presents the portfolio to the intended audience.
    *Evaluate. In this final stage of multimedia development, the focus is on evaluating the presentationĂ­s effectiveness in light of its purpose and the assessment context.

    Each stage of the portfolio development process contributes to teachers' professional development and students' lifelong learning. The assessment involved in developing a portfolio are:
    * Determine Goals and Audience and Begin Collection - teachers and students learn to save artifacts that represent the successes (and "growth opportunities") in their day-to-day teaching and learning.

    * Selection - teachers and students review and evaluate the artifacts they have saved, and identify those that demonstrate achievement of specific standards/goals.

    *Reflection - teachers and students become reflective practitioners, evaluating their own growth over time and their achievement of the standards, as well as the gaps in their development.

    *Projection (or Direction) - teachers and students compare their reflections to the standards and performance indicators, and set learning goals for the future. This is the stage that turns portfolio development into professional development and supports lifelong learning.

    *Presentation - teachers and students share their portfolios with their peers. This is the stage where appropriate "public" commitments can be made to encourage collaboration and commitment to professional development and lifelong learning.

    Care to add on comments or ask questions?

  10. Dear Students

    I dont know why but when i changed the blog address your comments have all been deleted.

    Please cut and paste again your comments. I apologise for the inconvenience.

  11. Dear Prof Putri,

    I just visited the OUM myLMS and as a result of reading a post by one of my collegues, I wondered whether it would not be a good idea to do as my e-portfolio project a process-oriented collection of all the contributions that reflect the objectives of this course.

    My purpose for undertaking this is to enable anyone to get a picture of what has been attempted and accomplished (product of the course).

    How does that sould to you?


  12. Hello Colleagues,

    I am please to join you in the ongoing discussions. I am looking forward to designing an e-portfolio for my Professor, colleagues and Potential employers

    The goal of the e-portfolio will be to:
    -show my achievements in the entire MIDT program;
    -demonstrate my skills and ability in the use of instructional systems design in the production of a learning materials; and
    -show my skills in the use of some software in in content production.

    I hope this make sense. Please kindly comment


  13. Dear Mike and Dennis

    According to Kay Burke (1999) and Robin Fogarty (1998), there are three types of assessment, with a focus on three components:

    *Traditional Assessment, with a focus on grades and rankings, knowledge, curriculum, and skills, implemented through classroom assessments (tests, quizzes, homework assignments), and standardized tests (either norm-referenced or criterion-referenced)

    *Performance Assessment, with a focus on observable results and standards, application and transfer, implemented through standards, tasks, criteria and scoring rubrics.

    *Portfolio Assessment, with a focus on growth and development over time, implemented through selection, reflection and inspection of classwork, along with goal-setting and self-evaluation.

    Your ideas is the third type of assessment, but i also hope both of you will be able to demonstrate how each of your tasks/projects/achievements are applicable in your respective careers.

  14. Dennis, Mike and Dr Putri

    May I please request to keep the discussion on assignment 1 going at one place, either here on under blog Jun 09 'Discussion on Assignment 1'

    Many thanks

  15. Dear Professor Putri,

    Let me first congratulte you on the attractiveness of this site. Just the appearnce of encourages the doing of one's assignments. Thumbs up to you. You are a person of taste. More ttrctive than all the other blogs I have worked with so fr during this course.

    Next, I have hammered out two possible titles for my E-Portfolio Proposal, and would not mind yours or any other clustermtes editorila input before I settle on one of them. Here they are:
    1. Effects of the use of Samples of Orientation to Documentation Coursework Assignments in demonstrating to a group of Year I Students at a Jamaican University, how E-Portfolio is Maintained on an ongoing basis.

    2. Effects of a Sample Collection of of the best pieces artifacts for HMVS 6052 Coursework of a Group of MIDT students of a Asian University, in demonstrating to a certain group of University Students of in the Kingston 5 area of Jamaica, West Indies how to develop and maintain an E-Portfolio.

    Thanks in advance.


  16. Dear Professor Putri,

    I would disagree somewhat with Burke (1999) and Fogarty (1998) categorization. My own position would more be in harmony with McTighe and Ferrar (1998)who place assessment strategies into two categories, with 'portfolio' as a subset of one of the two, as is shown below:

    Selected Response Format: Objective in nature and requires students to select or choose correct response form a list of possible answers (E.g., Multiple-choice,True/False,Matching).

    Brief Created/Constructed Response Format: Subjective in nature and requires students to compose or construct response, usually using their own words (E.g., completion items,short answers, and visual presentations).

    Table 2: PERFORMANCE-BASED ASSESSMENTS: Focus on Higher Order Cognitive Skills

    Research paper
    Art exhibits
    Science projects
    Lab reports
    Case study
    Invented dialogue

    Oral presentation
    Science activity
    Authentic skills
    Dramatic reading
    Role play
    Practical test

    Skills checklist
    Anecdotal records
    Oral questioning

    Also, as McTighe and Ferrar (1998), today the focus is being directed away from 'traditional' to more 'authentic' and 'performance-based' assessment strategies.

    Reference: McTighe, J. & Ferrar, S. (1998). Assessing learning in the classroom. Washington, DC: National Education Association.

  17. Dear Putri,

    Sorry for being too late for join this blog.

    I am not a lecturer or teachers actually.
    My profession is mainly to conduct training and workshop. Not much quantities on there.

    Please your advices what should write on my e-portfolio, for me, as staff for training institutions. No good record as a academic professional as professional.

    Thank you,
    Thank you.