Using your e-portfolio to evidence your language learning. The

Using your e-portfolio to evidence your language learning.
The software.
Included within the moodle virtual learning environment (VLE) [email protected] there is a system called Mahara. You can see a link to Mahara in your
profile page under network servers.
August 2011
Mahara is an open source e-portfolio fully integrated within the VLE. It offers the following opportunities:
you can set up interest groups to share and network with other language learners (maybe a Russian speakers learning French group for example?)
you can export your contributions to fora or assignments directly into your personal space for reflection, blogging and planning of your learning.
you can upload your own files or link with your external networks such as YouTube.
you can create pages of your language learning experience to share with a prospective employer or your tutor to showcase your progress.
As Mahara is fully integrated it will automatically contain your profile information from Moodle.
This facility is available to all users of the Language Centre moodle and we hope that you will find it useful. During the academic year 2011-2012 those of
you studying level 5 in certain languages will be asked by the end of term 2 to create a page of your mahara e-portfolio for your tutor to assess. This will
contribute to your final mark for the module. Full details will be made available on your course website.
Technical details.
Mahara has a control dashboard and you will soon find your way around if you experiment. You will also find some short video guides on our
WarwickLanguage channel of YouTube. Bear in mind that making good use of digital tools such as this will be useful for for your professional development
in an age where learning to manage your online identity is an important skill.
Exporting your moodle content to your mahara area:
When you submit a thread to a forum or an assignment to your moodle language course, you will notice a link next to it “export to e-portfolio”. Perhaps
this discussion was really helpful or you felt that your contribution was a key learning moment – by exporting it to your e-portfolio you will be able to use it
as evidence of your ability to reflect upon your learning and take appropriate action. Maybe you will refer to it in a blog post, or it will lead you to explore
an area further. Was this the point where you realised you needed to work on tenses? How did you go about that? You could add to your e-portfolio links
to the websites you found useful or mp3/mp4 files of you applying what you have learned in a recorded discussion. You don’t need to export everything
you do to mahara, just those moments that you think illustrate your progress through your language learning. It is best to make a habit of adding to your eportfolio as you go along, don’t try to do it all at the end of your course.
August 2011
Using the e-portfolio for assessment.
You will build up content in your e-portfolio as you go through the first two terms of your course. Those who have to create an assessment page will then
have to think carefully about the aspects of that content that are relevant in telling the story of your language learning to your assessor. Think of the
assessment page as a showcase of your skills. It needs to be concise and engaging. Use the assessment criteria to help you to build the best page.
Remember your intended audience, some aspects of your e-portfolio may be personal to you and not suitable for the assessor to see.
Help and support.
An e-portfolio help group exists in mahara and we recommend that anyone who is required to submit an e-portfolio this year should join it. You will be able
to share ideas and benefit from easy access to support.
Assessment rationale.
Assessed e-portfolios at the Language Centre are used to evaluate the learner’s awareness of and engagement in the language learning process. We are
interested in how you have acquired transferable skills and insights into your learning. The level of your language skills is already adequately assessed
elsewhere in our summative language testing regime. To do well you will need to demonstrate that you have identified areas of strength and weakness and
make explicit the steps you took to support your learning. We hope that producing an assessment page will also extend your digital literacies and further
enrich the learning process. We accept that this is a challenge, but we believe it to be one worth rising to .
August 2011
Assessment criteria.
e-portfolio assessment form.
Assessor name
Student name
Audience awareness, focus
student has clearly selected relevant
materials for the purpose of
assessment, shows understanding of
Use of media/technology to enhance good use of the technologies
reader’s engagement
available, some creativity, eportfolio enhanced with good use of
range of media
Effective use of e-portfolio page for
highly authentic, personal, engaging
conveying the learning process
and thought provoking, gives the
right amount of detail, not too long
or too short, assessor can see
student’s personal engagement with
language learning process and
efforts made to address difficulties.
Analysis & Reflection
extensive reflection and critical
(Why?, So what? Now what?)
analysis, develops a clear personal
application, shows understanding of
experiences and gives plans for
future language learning.
Appropriateness to task
Page has a suitable tone for
intended use, student has
articulated and evidenced their
language learning persona
August 2011
Module number
2.1 2.2 3
little/no evidence of selection, poor
understanding of the purpose of
page created for assessment
2.1 2.2 3
2.1 2.2 3
minimal use of technical possibilities,
evidence and presentation do not
enhance the narrative, difficult for
assessor to follow
seems contrived/false/superficial
predictable, not very interesting and
has little impact, story rambles and
seems too long/too short or
disjointed. No evidence of the
application of learning strategies
2.1 2.2 3
little analysis and reflection ,mostly
descriptive, lacks explicit personal
awareness to apply to future
language learning.
2.1 2.2 3
page does not have suitable tone for
task, no real insights into their own
language learning persona
August 2011
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