The basis for this discussion is really considering what an eportfolio should be and defining a tool that is as authentic as possible. The problem with most eportfolio systems is that the eportfolio is not the central working (learning) space, it is generally a space where learning is brought to and then shared and reflected upon. There is a lack of authenticity here and often a double handling of learning artefacts. So the question… is there a dimension of eportfolios that removes or minimises this issue?His comments about authenticity really resonated with me because adolescent students often don't acknowledge the value or relevance of developing an e-portfolio (in contrast to their constant use of social networking). He also asks a question: "Are eportfolios a true representation of the learning or just a snapshot?" Then he identifies six "dimensions" or what I would call categories of e-portfolio tools:
- The Dedicated (A dedicated eportfolio system)
- The Managed (portfolio functionality or module built in or attached to a LMS)
- The Blogged (contained within an online blogging tool)
- The Mashed (distributed across online spaces and web technologies, using an aggregator such as NetVibes)
- The Saved (created using desktop software and not online)
- The Integrated (ePortfolios that are seamlessly integrated into the way students are learning)
In my opinion, this tool looks like it provides a much-needed teacher-centered management approach in schools to balance the learner-centered PrPl/PCB approach theorized by Paul Kim of Stanford. I can't find the Teacher Dashboard tool in the Google Apps Marketplace yet, and I would love to get my hands on it...to see how it really works! It would be a great addition to the upcoming workshop that I will be leading for a school district in North Dakota in January, as well as the technology conference workshops and presentations that I will be conducting in the next few months at NCCE (March 3, 2011 in Portland) and ISTE (June 29, 2011 in Philadelphia).