Mahara and ePortfolios
10
Jim Judges [email protected]
description
A brief Introduction to Mahara and to thinking about ePortfolios
Transcript of Mahara and ePortfolios
Mahara• Available to all users: http://portfolio.aku.edu/
• Tools include: – File store– Plan– Journal– Résumé (or “CV”)– Incorporate external content– Options to edit, create and share pages & collections
Mahara is a user-centric portfolio toolThe user decides who can view any content
Academic Development & Careers
Personal
Sport ChessClub
CV
The same artefacts can be used and shared on different pages
What is an eportfolio?
How can it be used?
• Assessment– Demonstrate student competency and skills. Educators and
peers can provide comments and feedback• Development
– Of students' educational goals, providing evidence of the advancement of knowledge and skills. Can provide support for personal development too
• Showcase– Demonstrate exemplary assignments and other work, as well
as student skills. Designed for potential employers or educators and can be used instead of, or to supplement one's CV.
Types of ePortfolio
“In most cases ePortfolios are not used for a single purpose. Instead, they tend to combine 2–3 types of portfolios thus
creating a Hybrid portfolio” Balaban, I.; Bubas, G., (2010)
• Level 1 & 2: Scrapbook & Curriculum Vitae• Level 3: Curriculum Collaboration– Students can share views with peers, tutors & employers
and receive comments• Level 4: Mentoring– Educators are intensely engaged in guidance & feedback
• Level 5: Authentic Evidence for Assessment, Evaluation, and Reporting– Structured, organised, used for assessment & feedback
Based on Love et al (2004) cited in Balaban, I.; Bubas, G., (2010)
“Because of its features, ePortfolio offers support for reflection, which is one of its main advantages over other systems”
Suggested Levels of Portfolio Use
Mahara eportfolio can help:• To externalize learners’ ideas and thoughts• To understand other students’ ideas• To deepen their knowledge by combining other’s ideas and
thoughts
Sawazaki, T. & Tanaka, Y. (2013). Designing
Courses based on SECI model with Mahara, e-Portfolio
. SECI model of Knowledge creation originated
from studies of information creation in Japanese companies
Nonaka et al. 1994
References• Love et al (2004) cited in Balaban, I.; Bubas, G., "Educational potentials of
ePortfolio systems: Student evaluations of Mahara and Elgg," Information Technology Interfaces (ITI), 2010 32nd International Conference on , vol., no., pp.329,336, 21-24 June 2010
• Sawazaki, T. & Tanaka, Y. (2013). Designing Courses based on SECI model with Mahara, e-Portfolio. In T. Bastiaens & G. Marks (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (pp. 1355-1358). Chesapeake, VA: AACE. Retrieved March 10, 2014 from http://www.editlib.org/p/115065
• Nonaka, I. (1994). A dynamic theory of organizational knowledge creation Organization Science 1994 5:1, 14-37
