TEDxASB - Helen Barrett - 2/25/10

Topic: Social Networks and Interactive Portfolios: Blurring the Boundaries
Description: Electronic Portfolios have been with us for more almost two decades, used primarily in education to store documents and reflect on learning, provide feedback for improvement, and showcase achievement for accountability or employment. Social networks have emerged over the last five years, used by individuals and groups to store documents and share experiences, showcase accomplishments, communicate and collaborate with friends and family, and, in some cases, facilitate employment searches. The boundaries between these two processes are gradually blurring. As we consider the potential of lifelong e-portfolios, will they resemble the structured accountability systems that are currently being implemented in many higher education institutions? Or are we beginning to see lifelong interactive portfolios emerging as mash-ups in the cloud?

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• Category

  Education

[tubaangay]

I love it, thanks..

[Mowerswoodstockflea]

Well said. However, I'm not sure I share the enthusiasm for e portfolios that Dr. Barrett has.

[samir fatani]

You are a source of inspiration. Thank you for enriching our mind and soul.

[Hazel Owen]

Sharing a passion about something is one of the joys of learning; building on that passion by collaborating with other people is phenomenally rewarding; and to collate the learning journey, and your 'take' on your own learning journey foregrounds the whole process. In my mind, and this relates very closely to what you were saying, this is the heart of ePortfolios.

[anthrodocz]

eportfolios take portfolios to an electronic level; not a big leap for the 20th century. But now in the 21st they don't go far enough. They build almost exclusively on the private, individual, personal relevance of the "clues" of learning they represent, remain largely mute about any potential for institutionally significant 'evidence' they may simultaneously represent. They still go only a fraction of the way & maybe faultily avoiding assessment of learning in the process.