I admit it: this project has not featured a lot of reflection from me, and certainly no deep reflection. I got the impression as the project progressed that this was intended by the NF. I’m not apologetic however. I needed to catalogue this activity for myself. And to see what emerged from it myself, and then to see what could be codified. From the beginning when discussing this with colleagues, and I talked with other groups and gave some support also, that it was crucial that what we produced was useful for us.
In my work I am mindful of the tension between a public portfolio and a reflection which is, by nature, revealing and difficult in public. Jenny Moon discussed at this workshop the concept of learners delivering what was required in reflection. I’m often worried about the “performance” of reflection also. And as I perceive the eporfolio as being a tool for the performance of a digital/online identity in a professional context I don’t think it is an appropriate space for the kind of professional reflective practice that the main workshop activity involved.
This mirrors the tension in a student’s eportfolio between a portfolio for learning and one for assessment. It is not possible to achieve both aims honestly and this is largely accepted in the field. I was taken by Helen Beetham’s concern that the learner has their working portfolio in a walled garden with a route out. Her work on digital identity in the modern mediated world has been important to me (as has danah boyd’s) and both have influenced how I think about eportfolios for professionals. And as with the statement above about student work I believe that the eportfolio as a professional development tool and as a tool to manage your digital identity is not a suitable place for deep, critical, self-reflection. I think Michael Seery expresses this well. It is however a good place to put your statement of practice, policy, and your ideas based on this self reflection. It is product, rather than process, that a professional CPD focused eportfolio focuses on.
To this end I will be proposing to this group a continuation of the pilot scheme with a real focus on our own ends. I intend to support the group in exporting their portfolio work so far to other domains and possibly systems. Many of us have used domains, as I have here, that echo the aims of the project rather than our identities. And I then intend to collaborate with the group to get a better sense of what the realisable CPD aims of this portfolio can be, taking in not only the teaching world which is the pilot, but also the information professional. This should lead to some publishable work.