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For a successful start of Mahara ePortfolioBY S T É P H A N E L AV O I E
This presentation is licensed under a Creative Commons Attribution 4.0 International License.
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
@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