Presentation given at MoodleMoot in Edmonton, Canada

1. Learning & Educational Technologies The Story of Mahara: An ePorfolio for Moodle Mark Brown Associate Professor Director of Distance Education April 2009 Moodle Moot Conference Edmonton

2. Some Eggo-centric Information… Mark “e” Brown [email_address] • Director of Distance Education • Apple Distinguished Educator • Recipient of National Award for Sustained Excellence in Tertiary Teaching • Editor of the journal Computers in New Zealand Schools • Member of the Mahara ePortfolio International Development Committee

3. NZ Open Source Awards Who can you identify?

4. Some Eggo-centric Information… • Director of Distance Education • Apple Distinguished Educator • Recipient of National Award for Sustained Excellence in Tertiary Teaching • Editor of the journal Computers in New Zealand Schools • Member of the Mahara ePortfolio International Development Committee • Member of the Open Source Formative Assessment Tool (FAT) Project Committee Mark “e” Brown [email_address]

5. http://akoaotearoa.ac.nz/projects FAT

8. • What is the population of New Zealand ? • What is the one thing you know about New Zealand? Questions

9. Kiwi Icons

10. The Story of Mahara

11. 1. Background to ePortfolios 2. Description of Mahara 3. Demonstration of Mahara 4. Embedding Mahara in Programme Delivery The Story of Mahara

12. Central Message While ePortfolios have tremendous potential we may limit their contribution to the life-long and life-wide learning agenda by restricting thinking to formal learning in institutions.

13. Central Message While ePortfolios have tremendous potential we may limit their contribution to the life-long and life-wide learning agenda by restricting thinking to formal learning in institutions. ePortfolios challenge traditional conceptions of learning.

14. Central Message

15. 1. Background to ePortfolios

17. 1. Background to ePortfolios Fits what we know… “ Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers.

18. “ Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves” (Chickering & Gamson, 1987). 1. Background to ePortfolios Fits what we know…

19. “ Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves” (Chickering & Gamson, 1987). 1. Background to ePortfolios Supports personalized life-long and life-wide learning Fits what we know…

20. • Do you use an eportfolio? • What category of use do you think has most value? Questions

21. 2. Description of Mahara

24. www.mahara.org Collect, Reflect, Select, Connect, Share 2. Description of Mahara

28. 2. Description of Mahara Showcase view…

29. Institutional view… 2. Description of Mahara

30. 2. Description of Mahara Development view…

31. 2. Description of Mahara

32. 2. Description of Mahara Click and drag…

33. 2. Description of Mahara Blogs…

34. 2. Description of Mahara Groups…

35. • Had you previously heard of Mahara? • How many people have actually used Mahara? Questions

36. 3. Demonstration of Mahara

37. 3. Demonstration of Mahara demo1 1133MB • External host • Retains student ownership • Provides a sustainable model • Reduces burden on institution http://www.myportfolio.ac.nz

38. 4. Embedding Mahara in a Programme

39. 4. Embedding Mahara in a Programme An example from pre-service teacher education…

40. Context Content Professional Practice Structural Framework Three Interdisciplinary Strands

41. Context Content ICT Inclusion Biculturalism Professional Practice Three Integrating Themes Structural Framework

42. Context Content ICT Inclusion Biculturalism Professional Practice Learning to be Learning to do Learning to know Learning to live together

43. Context Content ICT Inclusion Biculturalism Professional Practice Learning to be Learning to do Learning to know Learning to live together Learning to Change

45. Graduate Profile… 4. Embedding Mahara in a Programme

47. • How would you rate this use of eportfolios? • Do institutional eportfolios threaten learner ownership? • What is the place of an eportfolio in student assessment? Questions

48. Conclusion

49. Personalised life-long learning, augmented by eportfolios, must be rooted within a system-wide digital learning culture Conclusion We have learnt that…

55. Discussion