Derrin Kent

ePortfolios, eAssessment and both.

Posted in Free & Open Source Software, WBL, e-Portfolios, e-learning by Derrin on the April 1st, 2010

Both e-portfolio and e-assessment processes have independent value …but both objectives can be happily delivered in an interdependent way.

Mahara very much sees itself as a stand-alone reflective (lifelong) e-portfolio tool. But Mahara is also keen to integrate with the Moodle Course Management System and its very useful gradebook.

This integration then facilitates the use of outcomes within Moodle´s gradebook. When qualification requirements need to be described, a template Mahara view can be supplied as a starting point for a learner to creatively bounce off. The learner-produced Mahara View (page) can then be submitted via Moodle for assessment as outcomes towards an evidence based qualification (such as an NVQ or QCF unit).

Both Mahara and Moodle are Open Source and Learning Technologists can access the patches required to implement this integration via: http://wiki.mahara.org/System_Administrator%27s_Guide/Moodle%2F%2FMahara_Integration/View_Submission

Sooo… yes… we very happily deliver eAssessment within Mahoodle…..

However, if I am brutally honest, I have been really disappointed to find that too many of my FE / skills sector clients have been (economically) driven by the eAssessment process almost to the point of rejection of the ePortfolio process.

I maintain that facilitating learner production of a ¨personally-stylised online ringbinder¨ - structuring their own, personalised collections of ¨paper behind glass¨ - is at least equal in priority to our helping our learners to tick the evidence boxes required for success in their qualifications.

When Leitch told us in the UK that we needed to raise the skills bar, he meant that we should improve the skills held by the learners, not just to give out more certificates and badges, didn´t he? Did he?

I do sometimes feel that the ePortfolio process has been hijacked by eAssessment tools which serve as ¨evidence of competence postboxes¨ rather than serving as reflective learning platforms. It perturbs me that too many of these tools dare to refer to themselves as an ePortfolio (!) This misnomer has made it very hard for TDM to explain the benefits of a proper ePortfolio tool such as Mahara.

Believe it or not, I have experienced many Work-Based Learning Providers actually telling me that they do not want to use Mahara but that they do want to use Moodle (!). How on earth can it have arisen that a Work-Based Learning provider perceive a Course Management System to be of greater value to them than a Portfolio-building tool???

To make matters worse, I find it unfortunate - nay sad - that too many accrediting bodies have too often thrown their weight - in the form of their endorsements - behind too many pedagogically impoverished software tools: tools which almost cynically prioritise the assessment process over the facilitation of reflective learning process.

Surely it is a basic androgogical truism that adults learn best when they are encouraged to reflectively apply their learning to their real-life contexts? Haven´t Vygotsky and Bruner taught us that learning is delivered best when a ¨teacher¨ intervenes upon and shapes authentic learner output / performance?

As I said earlier on this list… assessment is a healthy element of a learning process. It can motivate study and yardsticks / measures are socially useful. But portfolio-building should be seen as the very heart of the adult learning process…. even acknowledging that teacher-directed courses (a la Moodle) can also be very helpful when we wish to pursue a sequence of identified learning / knowledge / skills improvement objectives.

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What is the relationship between Mahara and Moodle?

Posted in Free & Open Source Software, WBL, e-Portfolios, e-learning by Derrin on the March 28th, 2010

Moodle is a COURSE Management System (CMS), Mahara is a Personalised LEARNING Environment (PLE). We need both, but Mahara is the more important of the two.

When you walk into a school or college, the first place you pay attention to is your own locker, or satchel (Mahara).

You then go to the corridor full of classrooms (Moodle). The best classrooms are attended by caring teachers who socially interact with their groups. Moodle facilitates for this very well as it is well designed as a social constructivist learning environment (using wikis, forums, collaborative databases and glossaries, et. al.).

We CAN learn without any teacher / course, though. We CAN learn without a formal course. We can do this alone or in peer groups.

But…. we are unwise to learn without recording what it is that we are learning.

Oh, and… courses ain’t half fun and useful, sometimes. Courses can give our learning a content and a structure that it may not achieve without the tuition.

Therefore, Mahara can benefit from a Moodle backend… or a Mahoodle. But, the Moodle backend may not always be necessary.

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What is Mahara (versus the DVD or USB Stick)?

Posted in WBL by Derrin on the March 11th, 2010

Learning e-Portfolios are not a new innovation. The concept goes back a long, long way. People have stored e-Portfolios on floppy disks. Early users of the internet stored their e-Portfolios on websites written in hand-coded html, or produced on Dreamweaver.

But things have moved on really quite significantly. A quick visit to eBay, or your online supermarket will show you that you don´t need to be a web designer to ¨write¨ onto the internet any more.

So what does that mean? It means that the average Joe (like you and I) can now record their lifelong learning journey online. Why would you do this? Loads of reasons, including:

If you look back at what you wrote last year you can see how much you have changed and grown
You are more likely to progress in your career if you can prove visually to your employer that you care about what you do
When you take a new qualification you can probably get Accreditation of Prior Learning (APL) recognition for some of the stuff you did in your last qualification. This is especially relevant now we are seeing the advent of the QCF.

…but why not just use the USB Stick or a DVD?

SECURITY. Because you can LOSE a DVD/USB stick. Your learning data is too precious to risk in this way. If your Mahara is hosted by a professional Mahara partner (see here), you can almost certainly feel safe that you are getting nightly backups and professional security / performance monitoring of your important data. It takes the worry away.
ACCESSIBILITY. Because you can access your files wherever you can access the internet. You can leave the usb stick on your dining room table…. but you can access your mahara files from the laptop on my dining room table.
FUNCTIONALITY. Bacause there is far more going on in Mahara than simple files storage. Mahara enables you to structure you files and your ideas in thoughtful and meaningful ways. Mahara allows you to decide who you share what with …and for how long. Mahara facilitates you to reflect on and to work on your own learning goals and skills development. Mahara allows you to engage with your tutors or assessors at distance… getting feedback on you work when you need it. Mahara allows you to work in groups with other people who share the same issues or concerns as you do. Working together, you can make your life easier. And…. and…. loads more… and…. and…. loads more functionality to come in the future, too.!

Hope that helps.

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What is Mahara (versus PaperFree, eNVQ, OneFile, et. al.)?

Posted in Free & Open Source Software, Open Standards, WBL, e-Portfolios, e-learning by Derrin on the March 11th, 2010

I often get asked by FE Colleges and Independent WBL Training Providers: ¨Which Accrediting Bodies will accept Mahara?¨

The answer to the question is: “All of them“. No one has ever reported an EV saying “no” to Mahara. It would be the same as their saying “no” to an arch-lever file of evidence or to a DVD / USB Stick.

TDM’s new book on Mahara: http://www.packtpub.com/mahara-1-2-e-portfolios-beginners-guide/book (just out!) gives a quick introduction to Mahara-style, candidate-led (not assessor-led) NVQ delivery (via a case study of a WBL Trainer / Assessor called “Neil” who works for a WBL Provider called “Training4Work”). We also exemplify delivery of personalised learning in both a primary school and a corporate university - both of whom could make good use of Mahara.

The book is very much a “hands-on” guide, is pitched at the absolute beginner and has already received some great reviews:

http://www.moodleblog.org/?p=184

http://danmarsden.com/blog/2010/02/18/new-mahara-book/

Also…. TDM are now running an adaptation of Mahara (using Moodle and a special patch see here and here ) which allows training providers (colleges or independent) of Evidence-Based Qualifications to create NVQ/QCF (or similar) template “pages” into which candidates can:

submit evidence for QCF units (of NVQs)
creatively add even more content (video, audio, graphics, hyperlinks, feeds, text) to those “pages” in order to “show off” their extended and reflective learning
submit those pages for recording of outcomes in Moodle’s gradebook
make that gradebook and those pages available for uncomplicated assessment by an assessor, internal or external verifier
….and most importantly of all…. they and you can form “walled garden” communities of practice with other trainers, learners, employers, etc. who care about the same topic areas.

It is great, really great , it is free of cost for anyone who has the skill to implement it….. and we offer very reasonably-priced, zero vendor lock-in support services (hosting, configuration, end-user training, consultancy, etc.) for those who don’t.

TDM can configure your bespoke-branded online learning environment for the blended delivery of any particular qualification or qualification unit…. and give context-sensitive (we are WBL provider ourselves) to the trainer, assessor and verifier staff who you would want to use it.

However……….. to quote this paper from City and Guilds Training Providers today do need to be aware that:

“Endorsement is City & Guilds’ guarantee to a centre that its external verifiers will happily use the system. If centres use non-endorsed products, the onus is on them to ensure that the external verifiers are familiarised with their system.”
So how does it come about that Mahara is not endorsed by the ABs? Why does Mahara have to feel like a small-fry? The answer is, in my view:

because an accrediting body will naturally seek a quick and convenient way of accrediting their qualifications - they are primarily interested in accrediting leaners…. not in developing employees´ skills.
because Work-Based Learning in the UK has become dominated by Assessor-Led practice rather than Candidate-Led practice. The creative, celebratory, personalised arch-lever file portfolio which used to dominate WBL has too often, nowadays, been replaced by the ¨thin¨ portfolio. TPOs have felt encouraged by funding bodies - and by some of the ABs (although, it has to be said, never by the inspectors) - to deliver a minimalistic process to simply evidence competencies - not to deliver a developmental process which aims to grow and improve competencies.
because the AB-endorsed systems are usually simple qualification tackling tools. They are not ¨proper¨ e-portfolio tools (such as Mahara and PebblePad). The likes of Mahara, PebblePad and MyKnowledgeMap´s MultiPort are fully suporting the JISC CETIS Portfolio Interoperability Projects. These projects will lead to the Open Standard known as LEAP2A (See here). It is these ¨proper¨ standards-compliant e-portfolios which look destined to get adopted across a range of educational and corporate sector institutions - in order to support lifelong and transferrable learning in the UK and internationally. The simple tracking systems the ABs now favour are the more likely, in the long term, to fade away.

Real Work-Based ¨Aprenticeships¨ will come back. They have to. If Britain is to compete as a knowledge economy on the global stage, our country needs to improve new skills, not simply to accredit exisiting skills. Delivery of these Real Apprenticeships in this information age will necessitate the adoption of the digital version of the old arch-lever file… FE Colleges and other TPOs will ultimately require Mahara or a similar e-Portfolio system. Don´t forget Mahara can easily be integrated with Moodle and its gradebook in order to offer the qualification tracking these other systems offer, anyway.

In my view, the real evaluation criteria for a decent educational eportfolio, then, includes issues such as these:

Sensible modern E-Portfolio Evaluation Criteria

_____ The user OWNS their own data and can control themselves who gets ACCESS to it.

_____ The user gets their own FILES STORAGE area (like you get on your own computer, e.g My Documents) which they can access modify and control via the internet.

_____ The user’s e-portfolio is PORTABLE (Using the Lea2a standard), allowing the learner to migrate their data from provider to provider during their LIFELONG LEARNING journey.

_____ The user gets opportunities for REFLECTIVE LEARNING via blogs, learning/career goal-setting, group projects, etc.

_____ The e-Portfolio user gets opportunities for SOCIAL NETWORKING in educational / occupational / professional interest groups with forum discussions

_____ The user gets creative freedom over the PERSONALISED SELF-PRESENTATION of their own learning. They can stylise their own online “pages” according to their own preferences / needs.

_____ The user gets the chance to SHOW OFF their stuff to other people, e.g. they can show their learning achievements and CV details, etc. to potential employers.

_____ The e-Portfolio allows a user to link in their stuff from WEB2.0 social sites such as YouTube, Twitter or Facebook.

_____ The user’s personal e-portfolio INTEGRATES seamlessly with the learning programmes they pursue on their Moodle Virtual Learning Environment (http://moodle.org).

_____ The e-portfolio can be configured to offer controlled groups with a “SUBMIT for ASSESSMENT” process - allowing an assessor (or external verifier) to verify that a learner has done their work – in the same way that they would do with a paper-based or USB-stick-based portfolio assessment process.

_____ If using the e-portfolio for formal assessment via accrediting bodies, the e-portfolio system can be patched to report assessable and verifiable OUTCOMES in a Learning Management System (such as Moodle Gradebook).

As you have probably already guessed, Mahara is capable of satisfying ALL of the above criteria.

Read this paper for more of an “academicky” low-down on e-portfolio pedagogy:
http://www.jisc.org.uk/uploaded_documents/eportfolio_ped.doc

Hope that helps.

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What is Mahara (versus Facebook or Ning)?

Posted in WBL by Derrin on the March 11th, 2010

I often get asked the difference between Mahara and Facebook / Ning / other social media sites. This is what I am currently saying:

Mahara cannot be substituted by cloud (SaaS) sites (like Facebook or Ning) because:

educational institutions need to use focussed, explicitly-designed and bespoke-branded educational software identified with a single url and a common e-portfolio design structure / framework
educational institutions do not need to cope with students’ use of an ever widening range of loosely- joined, non-uniformly-joined and generic social media ie small pieces - loosely joined. NB Mahara learners, though, can bring in any work previously completed in (eg) You Tube / SlideShare / Twitter / Facebook. ie small pieces - coherently joined and presented.
educational institutions need control over their own documentation and databases (for data-security and safeguarding)
educational institutions need to invest in software which cannot be withdrawn from the market (open source software cannot go away and licence fees cannot be compulsorily invoked)
educational institutions need to invest in software suppliers who cannot price them out of the market (licence fees cannot be compulsorily invoked on any Open Source Software - OSS service agencies like TDM ( http://tdm.info ) are obliged to maintain high quality and competitive pricing to survive against competitor service suppliers - because TDM do not own the software itself)
…and because when teachers want to teach students, they don´t go and teach them in the park / playground (ie Facebook / Ning), …..instead, they call them into school (ie Mahara / Mahoodle) in order to set an appropriate tone - and effective supervision - for formal learning.

Hope that helps.

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What is Mahara (versus Moodle)?

Posted in Free & Open Source Software, Open Standards, WBL, e-Portfolios, e-learning by Derrin on the March 11th, 2010

I often get asked the difference between Mahara and Moodle. I often get told the VLE is ¨dead¨. Here´s what I am currently saying in response….

Mahara is a Personalised Learning Environment (PLE), ie:

a tutor-owned facility for ¨Handouts2.0¨ (now using a combination of video, audio, image, written text, downloadable files, RSS feeds, etc.)
a facility for learner-created Homework2.0 / Essays2.0 / WBL Evidence2.0 (now using a combination of video, audio, image, written text, downloadable files, RSS Feeds, etc.)
The modern Arch-Lever File (keep all your work in a nicely organised, secure & convenient online space - and get IAG or RPL on that work as and when required)
A showcasing environment where the learner controls the access of who gets to see their own work / when
A reflective learning environment (you are guided to define and track your own goals, skills and knowledge growth …and to ¨blog¨ about your learning - the online equivalent of keeping an offline learning diary)
A collaborative learning environment whee you can work in groups (the online equivalent of small offline groups who are making posters or discussing group presentations)
A system which freely gives you exportable data (reusable with other webhosts or in other e-portfolio systems)

Moodle is a Course Management System (CMS or a Virtual Learning Environment = VLE), ie:

an institutionally-owned platform for the delivery of courses
…which follow a taught curriculum of explicit learning objectives…
…while encouraging social interaction (forum/wiki)…
…and utilising activities (quiz/lesson) which check understanding
…of the taught content.
To this end, Moodle offers a highly sophisticated gradebook (or Learning Management System = LMS)
…which can be used by an integrated Mahara to track progress of submitted Mahara ¨homework¨ or ¨evidence¨ against qualification outcomes (eg NVQ / QCF evidence).

Mahara (or a reasonable equivalent) is essential for effective Candidate-Led Work-Based Learning delivery, Moodle is desirable as a back-end to Mahara for the delivery of high quality taught vocational knowledge / skills development programmes.

Learning is a pesonalised process. Mahara (or a reasonable equivalent) is essential for CPD, project-based learning development in schools, universities, colleges, companies. Moodle is desirable as a back-end to Mahara when you have a clear set of learning outcomes you NEED people to achieve.

The VLE is NOT dead!!! God forbid! We still need teachers to teach people specific things for specific needs in specific situations.

….but it probably is fair to say that the VLE should now only be seen as a complement to a PLE. The PLE is not just the latest trend… it will inevitably be more than a ¨flash-in-the-pan¨. Why?

Because we all know that learning is, in its very essence, a personal process supported by the institution - and not vice-versa
Because when you walk into a school you don´t only have a classroom…… you also have a satchel and a locker
Because if you are genuinely going to grow your knowledge and skills, you have to express yourself creatively and reflectively - in your own way - when you do your homework.
Because you own your own learning objects, your institution only needs to keep a copy when they are tracking and accrediting your progress…. You should be able and encouraged to take your own learning artefacts away with you - in your own digital ¨arch-lever file¨ as you continue on your lifelong learning journey.

Hope that helps.

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10 Tips: e-Portfolios for WBL

Posted in Free & Open Source Software, Open Standards, WBL, e-Portfolios, e-learning by Derrin on the March 9th, 2010

I believe Work-Based Learning is a creative, expressive candidate-led process which can be facilitated by a “proper” e-portfolio tool such as Mahara ( http://mahara.org ).

I am continuously learning how Mahara, Moodle and other Open Source Technologies can be called upon to improve the delivery of Work-Based and other Vocational Learning.

These are some tips I have come up with….

Tip 1: Model the NVQ / QCF Process in Mahara. Mahara is excellent for facilitating and encouraging reflective Work-Based Learning, but people need to be shown how this is done in order that they may emulate the process. Show the learners examples of other candidates using Mahara for their own work-based learning journeys.

Tip 2: Adopt a Candidate-Led Approach with Mahara. It is important for us to think of Work-Based Learning as a Candidate-Led Process. We are here to encourage genuine interest in the topics behind the QCF or NVQ Units…. not just to tick boxes. Mahara encourages learners to think about and to explore the learning topics.

Tip 3: Use Moodle as well as Mahara to Structure Learning Tasks into your programme. Moodle is much more than a repository for the files we used in our training room last week. Moodle is both a Course Management System (for delivering distance learning) and a Learning Management System (for recording learner progress and grades online and offline). A WBL provider can integrate Moodle behind Mahara if they want to underpin the development of the candidates’ portfolios with social tasks (online or offline) - where learners work in groups and pairwork activities to learn new things.

Tip 4: Make those tasks part of a Curriculum. Effective “Social Constructivist” Trainers seek to sequence learning objectives during the progression of a work-based learning programme such as an Apprenticeship.

Tip 5: Facilitate reflection. Too often a WBL learner will describe in Mahara what they have been doing rather than describe how they have grown. eg a learner will say: “I painted a wall and got too may runs” instead of (eg) “Next time I am going to buy better quality paint, mix it to a different consistency and apply the paint more thinly. In order to facilitate reflection like this we can easily provide prompts in our Mahara QCF / NVQ Unit templates such as: What went Well? / What Went Badly? / What have I learned? / How have I changed? / Next time I am going to….

Tip 6: Support buddies / partners as well as mentors. WBL providers traditionally (and should continue to) establish workplace mentors who monitor the progress of the candidates and interface with the Training Provider to facilitate and track this Work-Based Growth. But now we have Mahara as a distance learning tool, we can easily go further than that. We can set up e-portfolio buddies, working in the same organisation - or even working for other employers - who can work together to advise, feedback on and encourage each other along each of their learning journeys.

Tip 7: Always be seeking to extend the different ways which we can facilitate and record learning. Let’s continuously focus on and exemplify the different content types which our learners could use to populate their work-based e-portfolios. eg

Reflective Summaries (as a blog or as general text boxes within a view where they provide evidence for their NVQ Unit)
Photos of themselves in action in the workplace
Videos of themselves in action in the wokplace (most will probably prefer to upload these videos straight into Mahara rather than put them up for public viewing on the likes of YouTube).
Reports on experiments (Get learners trying out new approaches to things in their working contexts and then have them reflect and report back on how successful they think the experiment was)
Essays (Okay, okay, this may not sound very WBL-like… but think about it…. if you can set learners written tasks which urge them to write about their working tasks you will not only have a context for evaluating their written literacy, you will also have a context for intervening on any misunderstandings they hold in order to improve their workplace efficiency).
Mind Maps: Get learners to produce and export a mind map as a .jpeg image produced in eg Freemind. This is nice way to get people to tell you about various aspects of their jobs. Branch titles could include: Duties, Responsibilities, Strengths, Weaknesses, Opportunities, Risks, etc.
Interviews: Not only recorded professional discussions between the assessor and the candidate… but what about interviews where the WBL Learner interviews superiors and colleagues about the aspect of the NVQ or QCF unit which they are focussing on? As WBL Training Providers, we are not only in the business of collecting evidence….. we are also in the business of growing our candidates’ understanding of their job roles. How else are they going to improve their skills? WBL is not only about PRACTICE and RECORDING OF ACHIEVEMENT…. it is also about REFLECTIVE PRACTICE which leads to SKILLS GROWTH
Reuse files as evidence for different units. The beauty of Mahara is that it separates out the storage of (personally owned and fully exportable) files from the submission of evidence for QCF / NVQ units - which is achieved in Mahara via the submission of “Views” (probably templated Views) to a Controlled Group led by an assessor and monitored by verifiers.

Tip 8: Use Mahara to allow Learners to Personalise and Showcase their own learning, knowledge and skills. Moodle alone is too limited a platform for effective WBL delivery. Mahara allows a WBL learners to develop and showcase their skills in a highly personalised way.

Tip 9: Make the point that there is a point. A Portfolio of learning which someone builds in Mahara can be exported and reused, or even just exported as a website for future reuse. A learner can use it to visually highlight their growth and their successes. Too much evidence collection in WBL seems to go nowhere beyond the qualification. In Mahara learner is encouraged to see themselves as gathering evidence of their own learning and skills along their lifelong learning journey. They can use this learning as RPL for future courses or, even better, to showcase their skills - with a simple hyperlink - for a promotion opportunity …or to a potential new employer.

Tip 10: Do it yourself. Mahara serves as an excellent facility (better than Moodle) for encouraging Communities of Practice amongst your own staff. Get (eg) your Mathematics Functional Skills tutors sharing their ideas, activities and resources with a Mahara Group which carries your own organisational Branding… and which keeps all this data safely stored within your own organisational database.

Please get in touch with us at TDM if you want to learn more about how to use Mahara for effective, forward-looking WBL delivery.

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New UK Government ICT Strategy

Posted in WBL by Derrin on the February 28th, 2010

The UK Government have now extended their: Open Source, Open Standards and Re-Use: Government Action Plan

into a fuller ICT strategy:

http://www.cabinetoffice.gov.uk/cio/ict.aspx

Aside from the very clear support for Open Source Software and Open Standards, another interesting idea here is the concept of a G-Cloud. A Cloud repository for the UK Public Sector which will compete wit Google and Amazon - and retain UK control over sensitive public information.

I think this is a good idea.

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Trainers refuse to share

Posted in WBL by Derrin on the March 27th, 2009

When presenting at a JISC RSC event on the topic of our TDM Networks of Trust, today, I was asked the question as to whether or not the Networks of Trust concept will work in view of the fact that people refuse to share their stuff.

TDM are currently hosting three Networks of Trust:
1. The Black Country Training Group
2. The Staffordshire Providers’ Association
3. The Devon & Cornwall Training Provider Network

I came up with my usual arguments… i.e.
- Training providers do not sell content…
Rather, they sell:
- Access to their staff’s expertise
- Accreditation and qualifications and….
- The structured packaging and effective delivery of the best learning content the provider is able to lay their hands on

In view of this third selling point, it seems to me to stand to reason that a provider will understand that they are wisest to apply the logic of economies of scale to COLLABORATIVELY develop their VLE content.

Here’s the logic:

VLE learning content is more like an idea than it is like a biscuit.

If ten of us stand in a circle and throw a biscuit into the middle… each of us can still only take away on biscuit.

BUT… if ten of us stand in the middle and throw in an idea, none of us lose our idea and each of us can potentially take away another nine ideas!! We all walk away winners if we share.

Soooo…. will the Networks of Trust work?? It is my view that they SHOULD DO…. I am not naiively dismissing the need for a cultural change, rather I am calling for people to support us in our efforts to make people ralise that sharing is mutually beneficial.

[

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WBL 2.0

Posted in WBL by Derrin on the March 25th, 2009

We had Web2.0 and now I think it is time for us to be talking about WBL2.0

I believe that Work-Based Learning in the future will be increasingly delivered to people in their Workplaces by means of digital internet video, audio and text-based media via which:

learners can get “just-in-time” SOCIAL support from Assessors and trainers ref: their everyday practical jobs and tasks
mentors can get similar “just-in-time” support

Face-to-Face interventions with our learners will never go away (God Forbid!!!) BUT…… I predict that successful WBL providers will be those who:

offer a flexible 24/7 accessible WBL experience online and then complement this new type of central WBL provision with a programme of face-to-face interventions

…rather than those who…

continue trying to offer f2f assessor visits and in-house training events while offering e-learning only as a bit of “fluff” around the edges.

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Derrin Kent

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ePortfolios, eAssessment and both.

What is the relationship between Mahara and Moodle?

What is Mahara (versus the DVD or USB Stick)?

What is Mahara (versus PaperFree, eNVQ, OneFile, et. al.)?

Sensible modern E-Portfolio Evaluation Criteria

What is Mahara (versus Facebook or Ning)?

What is Mahara (versus Moodle)?

10 Tips: e-Portfolios for WBL

New UK Government ICT Strategy

Trainers refuse to share

WBL 2.0