Blogofolios: distributed e-portfolios
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This document discusses using distributed e-portfolios and blog networks to recognize informal learning. It proposes that e-portfolios can help map existing knowledge and skills, identify goals, enable reflection, and document learning processes across distributed environments. However, current standards have shortcomings like lacking support for active networking and interaction. The document introduces "FeedBack" to address this by enabling "buffered push" updates and notifications across blogs. Case studies demonstrate its use within and between universities to support collaborative learning through regulated blogging. The outlook discusses needs like coherence-building tools and more flexible personal learning environments to better support pick-and-choose assembly of tools and quick uptake of innovations.
Blogofolios: distributed e-portfolios
- 1. Distributed e-Portfolios to Recognize Informal LearningED-MEDIA, July 4th, 2008, Vienna, AustriaFridolin Wild1), Steinn E. Sigurðarson1), Thomas Sporer2), Johannes Metscher2) , AgnieszkaChrząszcz3),1) Vienna University of Economics and Business Administration, Austria2)University of Augsburg, Germany3)AGH University of Science and Technology, Kraków, Poland
- 2. Structure of this TalkSetting>> Distributed Learning EnvironmentsConcept>> E-Portfolios to Recognise Informal LearningTechnology>> Distributed Feed NetworksCases>> Intra-University and Inter-UniversityOutlook>> Discussion
- 4. Personal Learning Environmentsindividualsuse subsets oftools and servicesprovidedby institutionactors can choosefrom a growingvariety of optionsgradually transcendinstitutional tool landscapeactors appear asemigrants orimmigrantsleave and joininstitutional tool landscape for particular purposes
- 6. Consisting of several tools, artefacts, other actors, ...
- 7. Networked = Provided with some degree of interoperability
- 9. e.g. student project group
- 10. e.g interaction with facilitators
- 11. Changing over timeConcept: e-Portfolios to Recognize Informal Learning
- 12. Recognising Informal LearningE-PortfoliosMapprexistingknowledge, skills, abilitiesHelp toidentifyneeds & goalsEnablelearnerstoreflectCapture theessenceoflearningandreflectionprocesses (both digital and non-digital)Help tocollectbehaviouraltracesin a distributedenvironmentCapture theircontext (!)Documentlearningprocessesandoutcomes=> e-Portfolios canhelptorecognize(also) informal learning
- 13. From Informal to Formal(Sporer, 2007)
- 14. Underlying Educational ArchitectureCurricular organization of education based on knowledge transfer and disseminationScientific inquiry into problems in the disciplinarycontext of the formal curriculum (Theory) Assessment of learningCo-curricular organization of education based onknowledge acquisition and compilationSocial software platform to bridge theory andpractice through a reflective practicum (Method) Assessment for learningCollaborative problem-solving through participationin informal learning communities (Practice)Extra-curricular organization of education based onknowledge construction and generationStudent Learning Communities in the Study Program “Problem-Solving Competencies”
- 16. Blogging to Learn (1)Blogosphere shows a bursty evolution(Kumar et al., 2003): in scale, community structures, and connectedness57.5% of authors are pupils & students (Herring et al., 2004)Key Motivations: community building and social networking (Nardi et al., 2005; Schiano et al.,2004)70.4% personal journals, clearly less for filtering & knowledge sharingSchmidt & Mayer (2007): todays k-loggers are workers, rarely pupils & studentsBLOGS = THE COMING THING IN LEARNING?HIGH POTENTIAL!
- 17. Blogging to Learn: But… (2)Notorious fragmentation of conversationsLong response times (advantage? disadvantage)Low number of links: only 51.2% of all blogs link to other blogs, only 53.7% to other websites, 30.5% not at allLow number of comments: 0.3 in average, majority noneMultimodality puzzles: comments as comment, comment in own blog, …Fuzziness of the audiencePortability: blogs die when changing the social contextEVIDENCE FOR INTEROPERABILITY PROBLEMS(De Moor & Efimova, 2004; Herring et al., 2004; Krause, 2004; Gurzick & Lutters, 2006)
- 18. Feed StandardsDate back as early as 199511 different standards in 30 versions(Wittenbrink, 2005)Today: mainly three in use: RSS 1.0, RSS 2, ATOMRSS 1.0: based on RDF (Swartz, 2000)RSS 2: nearly XML (Winer, 1999)ATOM: XML, namespaces (Nottingham & Sayre, 2007)Similar expressivenessAdditionally: OPML for blogrolls(Winer, 2000)
- 21. ShortcomingsNo support for active networking & networked collaborationLack of support for interaction standards
- 22. The Missing Link: FeedBackOFFER1REQUESTupdate notifications2NOTIFY3=> „Buffered Push“
- 28. Intra-University Case: University of AugsburgsocialPracticalScientific
- 29. Inter-University Case: iCampPhase 1: Assemble & connectlearningenvironmentPhase 2: regulation & knowledgeworkRegulation throughlearningcontracts in theblogs (taggedpostings, revisions…): e.g. projectplanning, discussion, reviewprocessKnowledgeworkdocumented in wiki, coursepaper, orsimilarPhase 3: Evaluation ofthe final artefactalongcontract
- 32. OutlookNew Tools needed, esp. coherencebuildingtoolsFrom tags tocategoriesInspectingversionhistoriesAnalysingactivitypathsCreating different viewsfor different communitiesFeedBackas an enablerAllows pick & chooseassemblyofbest-of-breedlearningtoolsQuick uptakeof innovative toolsMore flexible mash-up PLEs needed
- 33. … andmyexcuse, whythis talk was so long, confused, etc.(Maximilian: June 14th, 2008)
- 34. //eof.
- 35. A FeedBack Validator Check Spec Compliance
- 36. Shoulds, Musts
- 37. Give Developer Support:
- 38. Warnings, Errors, …
- 39. for Debugging
- 40. Automatic Validation Service to decrease time to markethttp://validator.icamp.eu/