Open Folio (1992 - 2007): From Learning Portfolios to Research Communities

English, Stuart and Steane, Jamie (2007) Open Folio (1992 - 2007): From Learning Portfolios to Research Communities. In: ConnectED 2007: International Conference on Design Education, 9-12 July 2007, Sydney, Australia.

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Abstract

As Wenger (1998) postulates, communities develop around things that matter to people. But how do we know what matters to those who may be outside our immediate circle? Who should we be talking to and who should be talking to us?

This paper documents the evolution of an on-line learning portfolio and collaboration system for designers. Openfolio is a web-based tool for reflective design practice and portfolio development with over 3000 members representing 140 design businesses and institutions in 26 countries. The system encourages designers to reflect on their motivation, capabilities and experience by documenting portfolio evidence. It provides a searchable skills exchange forum to support the formation of communities of practice.

Through this open portfolio system each learner presents a rich collection of attributes and expertise that represents their learning journey and through which they can align and engage with others. This has been supported by recent system additions that have enabled the growth of focussed research community groups. Each group provides a topic 'hub' for cross-organisational virtual collaboration whilst also disseminating the work of the group via Internet search engines with a view to attracting other expert collaborators.

The paper concludes by summarising how the development of e-learning portfolios can contribute to and support the informal evolution of research communities.

Item Type: Conference or Workshop Item (Paper)
Uncontrolled Keywords: learning portfolio, Communities of practice
Subjects: W200 Design studies
Department: Faculties > Arts, Design and Social Sciences > Design
Depositing User: Paul Burns
Date Deposited: 14 Feb 2019 17:13
Last Modified: 10 Oct 2019 23:46
URI: http://nrl.northumbria.ac.uk/id/eprint/38017

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