E-portfolios for the Consulting Process Mag. Wolf Hilzensauer Salzburg Research Forschungsgesellschaft m.b.H. Jakob Haringer Strasse 5/3 | 5020 Salzburg, Austria T | F

Agenda |E-Portfolio: A didactical method for learning and competence development |The 5 E-Portfolio Processes |Micro and macro didactical considerations |E-Portfolios for the consulting process: CDL-WILL: Looking in a two way mirror! © Salzburg Research Forschungsgesellschaft No reproduction without written permission.2

What is an e-portfolio? |An ePortfolio is a digital collection of skilfully completed works of a particular person (= lat. artefacts). |Its purpose is to document and represent the product (knowledge) and the process (learning curve/increase of knowledge) of a person's achieved competencies within a specific time period and towards a particular learning goal. |The person has to decide which artefacts he/she wants to include and how to organise them in relation to his/her learning goal. |As the owner of the ePortfolio, the person has full control of who is able to see what kind of information of his/her ePortfolio, how much information and at what specific time. (Hilzensauer & Hornung-Prähauser 2006) © Salzburg Research Forschungsgesellschaft No reproduction without written permission.3

E-Portfolio Types (1/2) |Developmental Portfolios: demonstrate the advancement and development of student skills over a period of time. Developmental portfolios are considered works-in-progress and include both self-assessment and reflection/feedback elements. |Assessment Portfolios: demonstrate competence and skill for well-defined areas. These may be end-of-course or program assessments primarily for evaluating the learners‘ performance. |Reflective portfolios The purpose is to monitor the owners’ development. It is important to know how he/she evaluates and analyses him/herself. Therefore it is crucial that portfolios used in this way contain written reflections by the owner. |Showcase Portfolios: demonstrate exemplary work and skills. This type of portfolio is created at the end of a program to highlight the quality of the competence development, including worksamples |Hybrids: Most portfolios are hybrids of the types of portfolios listed above © Salzburg Research Forschungsgesellschaft No reproduction without written permission.4 Source:

E-Portfolio Types (2/2) © Salzburg Research Forschungsgesellschaft No reproduction without written permission.5 Source: Häcker, T. (2006). Portfolio: ein Entwicklungsinstrument für selbstbestimmtes Lernen. Eine explorative Studie zur Arbeit mit Portfolios in der Sekundarstufe 1. Baltmannsweiler: Schneider Verlag Hohengehren.

The 5 e-portfolio processes © Salzburg Research Forschungsgesellschaft No reproduction without written permission.6 (Hilzensauer & Hornung-Prähauser 2006)

Process 1: Definition of context and objective (1/5) |Breakdown of existing competences |Definition of main goals |Definition of milestones |Definition of rules, guidelines and assessment criteria © Salzburg Research Forschungsgesellschaft No reproduction without written permission.7

Process 2: Collection, selection and connection of artefacts (2/5) © Salzburg Research Forschungsgesellschaft No reproduction without written permission.8 |Collection of work samples, certificates, evidences of skills, multimedia artefacts |Selection of artefacts with respect to the defined competence development objectives. |Storing of multiple steps of a certain development process |Linking artefact with each other and/or with milestones.

Reflection of competence development process (3/5) |Self-evaluation: What have I learned and why is it important for my progress? |What step in my competence development do I want to demonstrate? |What milestones did I fulfill? |What milestones are next? |Communication and feedback with advisors and peers © Salzburg Research Forschungsgesellschaft No reproduction without written permission.9

Presentation and transfer of portfolio artefacts (4/5) |Being aware of ones competences |Assembling a presentation, showing the main competences for a certain goal. |Preparation for job interview |Being self-confident in interview situations © Salzburg Research Forschungsgesellschaft No reproduction without written permission.10

Assessment and evaluation of competence development process (5/5) |Evaluation of the competence development PROCESS and PROGRESS |Focus on assessment FOR learning rather than assessment OF learning |Giving valuable feedback about the competence development process © Salzburg Research Forschungsgesellschaft No reproduction without written permission.11

© Salzburg Research Forschungsgesellschaft No reproduction without written permission.12

© Salzburg Research Forschungsgesellschaft No reproduction without written permission.13 Micro and macro didactical considerations staff development technical infrastructure (soft- and hardware) organisational learning culture curricula examination regulations guidance to reflection assessment criteria guidelines for communication & interaction guidelines for feedback assignments methods

© Salzburg Research Forschungsgesellschaft No reproduction without written permission.14 Contact Wolf Hilzensauer Salzburg Research Forschungsgesellschaft m.b.H. Jakob Haringer Strasse 5/3 | 5020 Salzburg, Austria T | F