Potential.ly Folio Learning

Potential.ly Folio Learning

Portfolios have enabled an effective way to document students arts subjects providing students and teachers with a method for displaying and judging evidence of best practice. However, now increasingly across learning spaces portfolios are becoming recognised as an effective means to evidence students work both for the student’s own self efficacy as well increasing the chances of student employability which is not only important for the student, but also the teachers and university. Portfolios give teachers and students something tangible to work with and see effective progress over time.

With potential.ly Folios we have taken this learner-centred approach and have geared it towards today’s tech-savvy generation. Students not only need a place to aggregate their informal learning and connects it with their formal learning, but also potential.ly has several tools such as a P.I: personality indicator and Skills Audit that adapts to the students answers and provides them with a diagnostic of how they can improve their personal qualities such as critical thinking, intuition and Folios support educating the whole person that lead its way to holistic learning.

Each student should feel as though their work is recognised and appreciated by their teachers and peers as well as themselves. This helps motivation and engagement with informal learning that feeds into their formal studies, giving them an opportunity to be a more holistic learner which gives them a edge when going forward into their first jobs and taking their first steps in their career. The key is to building a learning culture within the university that is based on learners agency and that makes each student feel like an essential part of the learning process instead of just being subject to having information put upon them.

Self-awareness and planning

Furthermore, with Folios there is an increase self-awareness with diagnostics and self- evaluation tools Identify and prioritise development needs. Students and teachers are able to produce a development plan
 and review progress continuously. Experiential education an integral part of the way all students learn, embracing new and emerging technologies.

Creating an electronic Folio can seem like a huge task to undertake as well as doing studies as well, but it becomes less of huge task if both students and teachers see it as something that is actually supporting their formal study and in a series of stages, each with its own goals and activities.

A potential.ly Folio is an effective way of self-evaluation and holistic evaluation for students and teachers. Furthermore a Folio can develop teachers’ as well as students’ multimedia technology skills which are much sort after in today’s world The multimedia development process usually covers the following stages (Ivers & Barron, 1998):

  • Assess/Decide.The focus is on needs assessment of the audience, the presentation goals, and the appropriate tools for the final portfolio presentation.
  • Design/Plan. In the second stage, focus on organizing or designing the presentation. Determine audience-appropriate content, software, storage medium, and presentation sequence. Construct flow charts and write storyboards.
  • Develop. Gather materials to include in the presentation and organize them into a sequence (or use hyperlinks) for the best presentation of the material, using an appropriate multimedia authoring program
  • Implement. The developer presents the portfolio to the intended audience.
  • Evaluate. In this final stage of multimedia development, the focus is on evaluating
  • The presentations effectiveness in light of its purpose and the assessment context. Each stage of the folio development process contributes to teachers’ professional development and students’ lifelong learning.
  • Furthermore Danielson and Abrutyn (1997) lay out a process for developing a portfolio. potential.ly has made this process largely digital and we are able to recommend the learning assets in a way that matches the learners skills gaps and personal and informal learning needs. So much of the process below is assisted with smart machine learning, that adapts to the learners input through their diagnostics and the learning assets that they go through.
    • Collection – teachers, students and machine algorithms learn to save learning assets and artefacts that represent the successes (and “growth opportunities”) in their day-to-day teaching and learning
    • Selection – teachers, students and machine algorithms review and evaluate the artefacts they have saved, and identify those that demonstrate achievement of specific standards
    • Reflection – teachers, students and machine algorithms become reflective practitioners, evaluating their own growth over time and their achievement of the standards, as well as the gaps in their development
    • Projection (or Direction) – teachers, students and algorithms compare their reflections to the standards and performance indicators, and set learning goals for the future. This is the stage that turns portfolio development into professional development and supports lifelong learning.
    • Presentation – teachers and students share their portfolios with their peers. This is the stage where appropriate “public” commitments can be made to encourage collaboration and commitment to professional development and lifelong learning.Defining the Folio Context & Goals:
      In this first stage, potential.ly identifies the assessment context, including the purpose of the Folio and identify the goals to be addressed your institution’s Folio. This important step sets the assessment context and helps potential.ly frame building up the Folio development process.
      Knowing the primary context and goals of the Folio within your university can give potential.ly an understanding of the format of learners Folio so that we can shape the platform around the university’s and learners and teachers needs.

      The Reflective Folio:

      Within the Folio potential.ly have seen the importance of reflection, meaning that there is a need to develop learners and teachers into reflective practitioners. When short reflective statements with each learning asset is stored, to capture its significance at the time it is created. This is as good for students as well as teachers. As Kay Burke (1996) insists, quoting Kenneth Wolf (1996), a professional portfolio system invites “teachers to become the architects of their own professional development.” (p.37)

    Privacy and Security

    It is important to strike the right balance between the privacy and security of a personal space for learners and learning and your organisation’s own evaluation needs. Research has shown that learners experience better outcomes if they feel a sense of ownership and control over their own learning.

    At potential.ly we achieving this balance with the right combination of tools for both

    personal learning and evaluation at scale. We use technology to add structure but not at the expense of constraining individual creativity. We want learners and teachers to be able to feel that they are whole people learning holistically. We develop a technology toolkit together with your organisation that combines support for freeform reflection and showcasing skills and experience, along with tools to support you to build frameworks that guide, scaffold and evaluate development. potential.ly Folio secures collaboration, sharing and peer review allow students to capture learning anywhere, on any device.

About the author

Jessica White

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