E-portfolios for the Consulting Process

Mag. Wolf HilzensauerSalzburg Research Forschungsgesellschaft m.b.H.Jakob Haringer Strasse 5/3 | 5020 Salzburg, AustriaT +43.662.2288-323| F +43.662.2288-222Wolf.hilzensauer@salzburgresearch.atwww.salzburgresearch.at

Agenda

| E-Portfolio: A didactical method for learning and competence development

| The 5 E-Portfolio Processes

| Micro and macro didactical considerations

| E-Portfolios for the consulting process: CDL-WILL: Looking in a two way mirror!

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What is an e-portfolio?

| An ePortfolio is a digital collection of skilfully completed works of a particular person (= lat. artefacts).

| Its purpose is to document and represent the product (knowledge) and the process (learning curve/increase of knowledge) of a person's achieved competencies within a specific time period and towards a particular learning goal.

| The person has to decide which artefacts he/she wants to include and how to organise them in relation to his/her learning goal.

| As the owner of the ePortfolio, the person has full control of who is able to see what kind of information of his/her ePortfolio, how much information and at what specific time.

(Hilzensauer & Hornung-Prähauser 2006)

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E-Portfolio Types (1/2)

| Developmental Portfolios: demonstrate the advancement and development of student skills over a period of time. Developmental portfolios are considered works-in-progress and include both self-assessment and reflection/feedback elements.

| Assessment Portfolios: demonstrate competence and skill for well-defined areas. These may be end-of-course or program assessments primarily for evaluating the learners‘ performance.

| Reflective portfoliosThe purpose is to monitor the owners’ development. It is important to know how he/she evaluates and analyses him/herself. Therefore it is crucial that portfolios used in this way contain written reflections by the owner.

| Showcase Portfolios: demonstrate exemplary work and skills. This type of portfolio is created at the end of a program to highlight the quality of the competence development, including worksamples

| Hybrids: Most portfolios are hybrids of the types of portfolios listed above.

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Source: http://insight.eun.org/ww/en/pub/insight/school_innovation/eportfolio_scenarios/portfolios_types.htm

E-Portfolio Types (2/2)

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Source:Häcker, T. (2006). Portfolio: ein Entwicklungsinstrument für selbstbestimmtes Lernen. Eine explorative Studie zur Arbeit mit Portfolios in der Sekundarstufe 1. Baltmannsweiler: Schneider Verlag Hohengehren.

The 5 e-portfolio processes

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(Hilzensauer & Hornung-Prähauser 2006)

Process 1: Definition of context and objective (1/5)

| Breakdown of existing competences

| Definition of main goals

| Definition of milestones

| Definition of rules, guidelines and assessment criteria

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Process 2: Collection, selection and connection of artefacts (2/5)

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| Collection of work samples,certificates, evidences of skills,multimedia artefacts

| Selection of artefacts with respect to the defined competence development objectives.

| Storing of multiple steps ofa certain development process

| Linking artefact with each other and/or with milestones.

Reflection of competence development process (3/5)

| Self-evaluation: What have I learned and why is it important for my progress?

| What step in my competence development do I want to demonstrate?

| What milestones did I fulfill?

| What milestones are next?

| Communication and feedback with advisors and peers

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Presentation and transfer of portfolio artefacts (4/5)

| Being aware of ones competences

| Assembling a presentation, showing the main competences for a certain goal.

| Preparation for job interview

| Being self-confident in interview situations.

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Assessment and evaluation of competence development process (5/5)

| Evaluation of the competence development PROCESS and PROGRESS

| Focus on assessment FOR learning rather than assessment OF learning

| Giving valuable feedback about the competence development process

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18.04.23 © Salzburg Research Forschungsgesellschaft 2008. No reproduction without written permission. 12

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Micro and macro didactical considerations

staff development

technical infrastructure (soft- and hardware)

organisationallearning culture

curricula

examination

regulations

guidance toreflection

assessment criteria

guidelines for communication &

interaction

guidelines forfeedback

assignments

methods

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Contact

Wolf HilzensauerSalzburg Research Forschungsgesellschaft m.b.H.Jakob Haringer Strasse 5/3 | 5020 Salzburg, AustriaT +43.662.2288-323 | F +43.662.2288-222wolf.hilzensauer@salzburgresearch.atwww.salzburgresearch.at