• grid   ePortfolio/Learning Portfolio’s are used to record evidence of learning.  A personal learning space that can be of electronic quality.
  • Made up of the following, reflection, documentation and collaboration.  
  • Text, video and images can be displayed to show evidence of ones progress.
  • For assessment the assessor can view the on-line presentation and give back immediate feedback.
  • The ePortfolio/Learning Portfolio can be viewed on-line anywhere around the world.
  • The collection of works represent authentic evidence of learning.
  • Demonstration of the creators efforts, progress and achievements in one or more areas are recorded and illustrate a learning journey.
  • The assessor can assess each students performance on a more individual basis, used discriminately rather than aiming to represent all student learning.
  • A medium where shared meaning between the student and others (teachers, parents, peers, employers, friends) are viewed.
  • Crowley (1993) notes that portfolios can reflect what is valued in the program, and can appeal to students with different learning styles through a range of highlighted activities (p.546).
  • Common and crucial is that the collection of works are purposeful, and show evidence of learning, by teachers and students working together to achieve this.
  • A learning portfolio is determined by the student in collaboration with the teacher.
  • Dynamic in that things can be added and removed along the way.
  • Work samples are easy to confuse with a learning portfolio as work samples usually consist of written tests, and work sheets that examples of the best work completed during the term or semester.  Pieces of work are often prepared specially for inclusion in a work sample package, and each student would include the same pieces of work.  In contrast, the items in a portfolio are individual to each student, so that no two portfolios are the same.  Items in a portfolio are taken from day to day work of the student, but are selected because the student feels they illustrate progress or achievement.
  • Example below shows the difference between a ‘work sample’ and a ‘learning portfolio’.

 

  • WORK SAMPLE
  1. Teacher driven
  2. Items specially prepared for inclusion
  3. Items selected by teacher
  4. All the same
  5. Samples of the best work, finished product
  6. Includes written work of quality

 

  • PORTFOLIOS
  1. Student driven
  2. Items selected after completion
  3. Items selected by the student
  4. Shows progress towards clearly stated goals, range of quality
  5. Includes written work, models, photos, videos, voice recordings etc

 

  • Provided here are some images of works from another core unit where I have used my digital technology skills using Photoshop, in order to add more of my documentation for reflection within this learning portfolio. The images were photographed and videoed by my partner Shane Boyd with assistance from Cushla Gooch and artistic direction by myself. Once the images were uploaded to my system at home I used Photoshop to create paint like mysterious effects for ‘Intro Into Visual Praxis’.  
  • All shots represent the words, blue, movement and shadows and were taken at my favorite swimming hole being ‘Point Reserve Bassendean’ Swan River Western Australia.  Near where I currently live and grew up.
  • A series of shots taken of me personally placing my self under the water and then with an explosion bursting out back into the atmosphere, rising above.  

 

 

Image:1

art-1

Photo/Video: Shane Boyd 2009 

Assistant: Cushla Gooch 2009

Artistic Direction/Photographic Manipulation Photoshop Renee Denys 2009

 

 

Image: 2

art-2

Photo/Video: Shane Boyd 2009 

Assistant: Cushla Gooch 2009

Artistic Direction/Photographic Manipulation Photoshop Renee Denys 2009

 

 

Image: 3

art-3

Photo/Video: Shane Boyd 2009 

Assistant: Cushla Gooch 2009

Artistic Direction/Photographic Manipulation Photoshop Renee Denys 2009

 

 

Image: 4

art-4

Photo/Video: Shane Boyd 2009 

Assistant: Cushla Gooch 2009

Artistic Direction/Photographic Manipulation Photoshop Renee Denys 2009

 

Self Evaluation Table:

Picture 4

 

 

 

 

 

 

 

 

 

 

 

References:

Photographs/Video by Shane Boyd, Renee Denys with assistance from Cushla Gooch May 2009.

All artistic direction and photgraphic manipulation Photoshop by: Renee Denys May 2009.

Digital learning portfolios, A crutial look. Retreived 9 May 2009, from: http://search.ebscohost.com/login.aspx?direct=true&ab=ann&an=16363769&site=ehost_lin

What Are Portfolios? By Speering, W., Rennie, L. Investigating: Australian primary & juniour science Journal, 08159602, May 96, Vol.12,.Issue 2    

Crowley, M. (1993) student mathmatics portfolio: More than a display case.  The mathmatics teach. 86(7)544547

Paulson, F.L. Paulson, P.R & Meyer, CA. (1991). What makes a portfolio a portfolio? Education leadership, 48(5), 60-63

Pucket, M.B. & Black, J.K. (1994). Authentic assessment of the young child:  Celebrating development & learning New York: Macmillan College Publishing Company.

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