Thank you
On behalf on the conference team we would like to thank all of
the sponsors, plenary speakers, panel members, presenters and
delegates for contributing to our most successful Telling Stories
conference yet.
Evaluation of the event included:
So many enthusiastic, knowledgeable and friendly people
willing to discuss e-portfolios.
The parallel workshops are great. They allow you to
find a way through the conference that interests you
specifically. A VERY well organised conference.
Loads of real examples … it grows year on year.
A real sense of a Wenger-type of ‘community of
practice’ coming together in an invaluable face to face
event.
Conference Partners
e-Portfolio-Based Learning
The University of Wolverhampton and JISC would
like to invite you to submit an abstract to the Telling e-portfolio
Stories 2009 conference. This year’s conference aims to explore the
emergent theme of e-portfolio based learning.
Over recent years, e-portfolio as process or
product has been the focus of many debates within the e-portfolio
community. The recent JISC ‘Effective Practice with e-Portfolios’
publication highlights an emerging consensus that indicates there
has been a shift in definitions, pedagogy and practice that
encompasses e-portfolios as both process and product, defined as
e-portfolio based learning. JISC (2008).
‘An e-portfolio is the product, created by the
learner, a collection of digital artefacts articulating
experiences, achievements and learning. Behind any product or
presentation, lie rich and complex processes of planning,
synthesising, sharing, discussing, reflecting, giving, receiving
and responding to feedback’ JISC (2008)
We would like to share e-portfolio stories
from areas such as learning, teaching, assessment, PDP, CPD, work
based learning, research, strategy and policy. As we would like to
align the conference closely with the work of JISC and ‘Effective
Practice with e-Portfolios’, with this in mind, we aim to theme
this year’s stories into multiple perspectives:
- Learner perspective
- Practitioner perspective
- Institutional perspective
- Lifelong learning perspective
Supported by
