Artifact: Annotated Article
Date: October. 2007
Course: Practicum ADHE
Competency: Knowledge of learning approaches and principles

Woodward and Nanlohy (2004) examine the process of developing e-Portfolios and the role of technology in e-Portfolio development, specifically describing ways in which the development of e-Portfolios can be scaffolded. In this study Woodward & Nonlohy (2004) follow a group of nine learners at the Sydney Institute of Technology as they create their e-Portfolios and then qualitatively examine their perceptions of the process.

Woodward & Nanlohy (2004) describe in detail the type of scaffolding employed and the overall learning objectives of the process. Their approach included a set of criteria and theoretical frames that guided the learner’s e-Portfolios and collaborative studio-style tutorials on digital media literacy. In their analysis Woodward & Nanlohy (2006) propose that through creating a “carefully designed framework” the resulting artifacts and reflections improved and the learners perceived the process more favorably.

In the e-Portfolio project I am involved with the complaints I most often hear are in this very domain: the lack of structure and scaffolding. In UBC, the Teacher Education program has selected a very different model than Woodward & Nanlohy (2006). Teacher candidate support is facilitated through e-coaches, individual teacher candidated selected by their instructors for the competence and interest in using technology. One of the problems with this approach is that the e-coaches are teacher candidates themselves rather than ‘experts’ in areas of new media and digital literacy. As Woodward and Nanlohy note (2006), grounding the teacher candidates in digital literacy concepts would enable them to see the wider picture and thus participate more effectively in the process. Secondly, the decentralized nature of the e-coaching system and their busy study schedules make the dissemination of information to the teacher candidates they support very difficult. The program at the UBC could benefit from adding more scaffolding and support for teacher candidates in this process.
Completing an e-Portfolio is a complex test both theoretically and technically. In order to engage participants throughout the process it is important to consider mulitple ways of supporting them.

References

Woordward H & Nanlohy P. (2004). Digital Portfolios; fact or fashion. Assessment and Evaluation in Higher Education, Vol. 29, No. 2