eportfolios in Weebly

We are changing our supported platform from WordPress to Weebly. I was particularly dissatisfied with WordPress in the classes I didn’t get much time with and from the pilot project. I had originally inherited WP from my brilliant colleague Tricia Harris, now a furniture designer. And garden designer too. This was many years ago and it was chosen for reasons of privacy, extensibility, and portability. These were all valid choices but platforms and web services evolve. WP has got too large, too confusing, and too difficult for the most students. Weebly and Wix are the two most common alternatives so I set about producing a version of the eportfolio in each. My guidelines were

  • it must create a portfolio suitable for use and one that you can take and expand as you grow
  • it must be capable of being the fulcrum in your digital identity
  • it can be used for ELD, MATE, and the NF pilot project

The selection was based on what produced the best results, and seemed easiest to learn. I made a site in Weebly and have chosen this and will roll it out for the CTE/MATE RPD class next week in Cork. It’s that easy. FWIW I hated Wix.

weebly front page for PD


This took me a couple of days at least and was a commitment I think I was loathe to make – changing. The delay in doing it cost me time on this project as I didn’t want to do a site I was going to change.

I now have to update this site in at least two, and realistically 3 to 5 platforms. Which if there is anything I learnt from Helen Barrett it must be that commitment.

I’m delighted I have belatedly begun to be a more capable mentor.

Peer feedback in workshops (and student and lecturer feedback using moodle)


Communicating with colleagues on new service and using Moodle surveys to get a sense of the effectiveness.

New feedback mechanisms on Moodle, using the course review process from the previous iteration of a module to inform the new assessment of it. Also the group moderation mentioned above.

Both of these activities are tied by a feedback process, they relate to previous plans (in the first case improved use of video resources, and in the second more authentic assessment) and implementations of them. The refinement of the workshop also included: more stress on peer reviews, giving the learner more control by asking them what the assessement should look like/focus on, allowing the learners to give summative as well as formative assessment, and responds not only to the previous learners’ experience and the course review but comments and plans made in the peer moderation process. In doing this I am leading the group, often people more experienced than I am, which is fun.