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For a successful start of Mahara ePortfolioBY S T É P H A N E L AV O I E

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Who Am I ? @stephanemlavoie

Stéphane Lavoie

Pedagogical advisor at RÉCIT

(RÉseau pour le développement des Compétences des élèves par l’Intégration des TIC)

Adult Education service in Montérégie

Fan of ePortfolio since 2007

For a successful start of Mahara ePortfolio

1. What is it?

2. Different ePortfolios products

3. Key Functions of Mahara

4. Demonstrations

5. Moodle related stuff

6. Implementing strategies

Objectives

Know Key Mahara Functions

Identify potential uses in classroom

Familiarize with Mahara

What is it?

A tool owned and managed by the learner that helps :

▪To reflect regularly upon his actions and learning,

▪To keep tracks of what he learned (formally or informally),

▪To organize in order to show his competencies development,

▪And to communicate about them.

(freely translated from Bélanger, 2008)

Learner Teacher• Knows the expectations and the

repercussions linked to the use of an ePortfolio (eg: links with aims of formation / profession)

• Takes charge of his learning (plans, discusses, thinks, evaluates, critiques, documents, links evidence, reports)

• Is the project manager of his portfolio (organizes the proofs, manages the accesses)

• Contributes to peer learning (interacts, collaborates on portfolio building, participates in reflection ...)

• Explain the purpose of the portfolio and the links to the training / profession (iesocial, academic, professional relevance)

• Provides meaningful activities for learners and aligns them coherently with each other and with the aims of the program (eg works, reflections, internships)

• Coach and support learners in order to support a gradual and ongoing portfolio management (ex .: to serve as a model, to propose examples / counter-examples, to give feedback)

(Bélisle, 2014)

• « Student-Centered approaches are rooted in constructivist epistemology: knowledge and context are inextricably connected, meaning is uniquely determined by individuals and is experiential in nature, and the solving of authentic problems provides evidence of understanding. Open Ended Learning Environments support student-centered learning. » (Hannafin, Hill et Land, 1997, p. 1)

Learner centric vision

The student•Knows the expectations and the repercussions linked to the use of an ePortfolio(eg: links with aims of formation / profession)

•Takes charge of his learning (plans, discusses, thinks, evaluates, critiques, documents, links evidence, reports)

• Is the project manager of his portfolio (organizes the proofs, manages the accesses)

•Contributes to peer learning (interacts, collaborates on portfolio building, participates in reflection ...)

Learner-centric vision

The teacher•Explain the purpose of the portfolio and the links to the training / profession (ex. social, academic, professional relevance)

•Provides meaningful activities for learners and aligns them coherently with each other and with the aims of the program (ex works, reflections, internships)

•Coach and support learners in order to support a gradual and ongoing portfolio management(ex .: to serve as a model, to propose examples / counter-examples, to give feedback)

Learner-centric vision

A self-reflective approach

Guide the student to develop habit to

Inquire, Explain, Analyse and Regulate his

learning experiences in order to give a

meaning to his path.

(Lacourse et Oubenaïssa-Giardina, 2009 ; Challis, 2005 ; Naccache et al.

2006)

Analyzeexperiences

Find what needsto be improved

Set new objectives

Reach objectives through new experiences

Identify what has been learned

Different ePortfolio productsAccording to Moodle

A tool owned and managed by the learner that helps :

▪To reflect regularly upon his actions and learning,

▪To keep tracks of what he learned (formally or informally),

▪To organize in order to show his competencies development,

▪And to communicate about them.

Choice of

Open source software (1st version : december 2006)

Decent user community

Modular (plugin wise)

Works well with Moodle

Web (available 24/7)

Interoperable (leap2A)

Multilingual

Connects to a directory

What is the difference between Moodle and Mahara?

Owned by

teachersOwned by

learners

TeachingParadigm

learningParadigm

Mahara – Key Functions

JournalFile storageResume

Pages and collectionTaggingGroups

Hands on with a demoGo to demo.mahara.org

Login using :Username – password → Write your name

student1 – student1 →

student2 – student2 →

student3 – student3 →

student4 – student4 →

student5 – student5 →

student6 – student6 →

student7 – student7 →

student8 – student8 →

student9 – student9 →

student10 – student10 →

Consent twice and your good to go

DemonstrationContent section

The Mahara Framework

DemonstrationPortfolio section

DemonstrationGroup section

Implementation advicesRequest a Mahara instance for your institution

Start small (pilot project)

Be an example, you are a learner too!

Give your students page template

Use Mahara on a departemental level

Help your students use Mahara to develop theiremployability

Questions

Objectives

Know Key Mahara Functions

Identify potential uses

Familiarize with Mahara

Lavoie.stephane@fgamonteregie.qc.ca

@stephanemlavoie

Merci de votre attention!

universal thank you note par woodleywonderworks

RéférencesDémo Mahara : https://demo.mahara.org/

http://manual.mahara.org/en/18.04/

IJEP : http://www.theijep.com/index.html

Field guide to eportfolio