Log in

ePortfolios's blogs

  • Hi


    This year the French Department at Matamata College is using Myportfolio with the Year 11. The kids use it and like it. As a teacher I especially like the Forum function as I can write to all my students important notices. Not only the students get it within Myportfolio itself but also get an email.

    Unfortunately a lot of my students do not check their emails regularly. I need to remind them to check them which is totally unpractical for me . So for the last few weeks I use School Links. It allows me to text my students and let them know that something new has happened. Most of the time I only tell them to check the forum Tongue out to read longer notices - the SMS fonction on School Links only allows you to type 160 characters.

    I do not need to use my own mobile phone, which is brilliant for me as I do not have any mobile reception at home. I can text from my computer from anywhere.

  • Hi there 

    Is anyone using eportfolios for gathering numeracy and literacy data for NCEA?


  • I was reading this thesis today: "Students' learning experiences with the Web 2.0 tool MyPortfolio: a case study of one high school classroom" by Rochelle Alison Duke. You can find it on the research archive site of Victoria University.

    Page 176

    [...] the students in this study did not naturally engage in reflective thinking through the use of MyPortfolio and while a requirement for reflection was built into the tasks that the students completed, the students showed little evidence of actually engaging in reflective thinking and the ‘reflection’ that they did complete was largely shallow and demonstrated very little thought or strategy (McLeod & Vasinda, 2009). While the blogging and view functions of MyPortfolio provided tools that may allow students to develop metacognitive skills, the students in this study did not make any use of these tools for metacognitive purposes unless it was required by the class work. In fact, as discussed in Chapters 6 and 7, even when students did make use of the tools, they engaged in very shallow reflection and there was little sense that the students were making use of MyPortfolio in order to improve their metacognitive thinking. While it is impossible to measure developments in student metacognition over such a short time frame, it is clear that just because tools to support the development of metacognition are available to students, does not mean that they will naturally make use of them.


    In that thesis, much evidence is given that students, overall, have a positive perception of the tool and that it helps them manage their learning and time better. A good system for learners to manage their digital assets is surely a big help. There is no doubt that a system like MyPortfolio is a plus for learners. 


    The part that left me wondering is this: "While the blogging and view functions of MyPortfolio provided tools that may allow students to develop metacognitive skill". Is it? More specifically, is it that blogging within a closed system, where the content is written for a small audience (the teacher foremost and then the classmates) is likely to encourage the development of reflective practices? For instance, on page 90, Rochelle writes that "Although the students saw MyPortfolio as having similarities to social networking sites, it was interesting to observe that they did not make their messaging public in the way that they do within social networking sites (Lenhart & Madden, 2007) and, almost exclusively, the communication that students undertook within MyPortfolio was conducted through the messaging function rather than by leaving messages in public areas of students’ profiles or views. One significant reason for this may have been that they were aware of the fact that their teacher was able to see these comments and, in this way, the students may have moderated their use of MyPortfolio according to the perceived audience (boyd, 2007)."

    What is the experience of teachers using tools that let kids publish in more public spaces, like wikispaces? Does the presence of an authentic audience impact in any way on the development of meta-cognitive skills?

    What do you think?

  • Provided a very simple blocktype plugin as a demonstration. It let the user add a very simple classroom badge at the bottom of the page. The background color and class name can be configured. It assumes some knowledge of web development and php programming. 



  • Derek Wenmoth from CORE Education dicusses personalisation a makes reference to portfolios and eportfolios. Personalisation is one of CORE's Ten Trends for 2011.


  • Thanks to Mark Osborne, posting in the MLE Reference Group describing the use of the Android phone app MaharaDroid for posting content to Mahara eportfolio systems. Lots of potential here.

    Kia ora koutou,

    I had a bit of fun with the 'Maharadroid' app last night http://code.google.com/p/maharadroid/ uploading photos and videos from my smartphone to myportfolio.school.nz It works perfectly, is extremely fast
    and all you need to do to set it up is set a shared key on the phone and in your profile on myportfolio. The app is free to install, so if you have an Android phone and use myportfolio, install it and have a ply. It's very cool and opens up heaps of possibilities for capturing evidence of learning 'live'.

    Kristina's put together a video here showing it in action:



  • http://www.huffingtonpost.com/lisa-nielsen/is-your-childs-school-lea_b_852896.html

    Life in the 21st century provides a whole-new world of opportunities for self-directed, passion-driven, personalized learning. Unfortunately, many of our schools are set in their ways and stuck in the past when it comes to student learning. Here are tools and strategies that are available for schools whose staff is ready to move on from teaching the way they were taught, if their administrators will let them. If you have a child that goes to a school that is not incorporating strategies such as these, ask them why they are leaving your child behind?

    1. Personal Learning Networks

    2. Skype an Expert

    3. Authentic Publishing

    4. Use YouTube and iTunes to learn Anything

    5. Develop Authentic Learning Portfolios

    When done right ePortfolios can be a powerful tool that not only helps remind students of all their accomplishments, but it also enables them to share these with the world. In the 21st century, creating an ePortfolio is free and easy. Student simply select a container (blog, wiki, website, Google site), decide how they'd like to organize it, and then post their work. I strongly advise against using any paid for portfolio site. It is important that students have ownership of their own work and that it can travel with them wherever they are...


  • Dr Helen Barrett is proposing to run an online facilitated course on ePortfolios for K-12 for the 2011-12 school year:

    This proposed class would start in August 2011. It would provide an opportunity to guide schools through a year-long process of implementation with GoogleApps/Digication/Teacher Dashboard. The plan is to primarily use a private Google Group and Google Site to facilitate the course, with live events available through Skype, Elluminate, or Adobe Connect. If you are interested in more information, fill in the form below. Also indicate if you are interested in collaborating on planning the course over the summer of 2011.

    If your are interested in participating or contributing to this course complete this Google form to feedback directly to Helen.


  • http://blog.helenbarrett.org/2011/03/hook-at-pt-england-school.html?spref=tw

    I'm in New Zealand visiting Pt. England School in Auckland, where they are implementing Google Apps and Blogger and where they developed a brand new Google add-on with hapara.com called Teacher Dashboard, which provides a lot of support for a teacher managing a classroom full of student GoogleDocs accounts (and soon Google Sites and Blogger). On Tuesday night after school, I participated in a meeting of the school's "hackers": a group of community members who have gathered together (over food and beer) almost weekly over the last 18 months to support a systemic approach to implementing technology in the school cluster: http://www.manaiakalani.org/

  • Educators and researchers are exploring how to embed assessments into curricula to better understand the needs of individual students

    ePortfolios are discussed with Dr Helen Barrett referenced.