My name is Andrea Lißner and I am a new member of the eScience project. Today I want to give a short presentation about “E-Portfolios as a tool for knowledge management”.
The project focuses on the evaluation of the usage of E-Portfolio in the training of teacher students. As an example we picked an introductory course for teacher students where they are introduced to different media and technologies. The project started on the first of May this Year. It will take 7 month with a workload of 10 hours per week. About myself: In March 2013, I finished my studies of “Vocational Education” at the Technical University of Dresden with the degree “Master of Education”. I wrote my master thesis about eportfollio and so I’ve been involved in this topic since 2011.
Here you can see the timeline which represents the research process. It starts with the theoretical preliminary work and some previous analyses of the learning journals which are produced in the SOOC13, an open online course which is based on e-portfolio . The participants use wordpress – a blogging tool – to create their portfolio. In this learning journals there are many indications of reflective processes of learners in general. In August, I will start to design the didactical conception for the winter semester 2013. The topic of the course is media research for vocational education students. Therefore, I have to search and prepare material to the topics: educational technologies, legal aspects of media usage in school and empirical methods for educational research. In wintersemester 2013 I’ll be consultant and supervisor of the eportfolio learning scenario. Beside, I’ll evaluate the didactical and technical aspects of the eportfolio tool in OPAL via questionnaires or interviews.
Now I will switch to my last (content loaded)??? slide: Insights into the reflective practise? The tasks have to promote the personal reflection of students. The challenge is to formulate the tasks as open as possible and as closed as necessary. On the one hand we – as teacher, supervisor, trainer and consultant – have to give guidance, provide (security)? help and prepare a pre-structured learning environment. On the other hand we have to promote creativity, led the students work on their own, to give them only an orientation.
That’s the point where I want to finish my presentation with some questions which we can discuss during the discussion session I have prepared a mind map and maybe some of you can write down some ideas for the following aspects: Can you say something about your experiences with E-Portfolios?Can you give me some advices for promoting reflective practise? And I’m excited about important aspects of eportfolio work in teacher education.On this slide you can see my references and now I can only say thank you for your attention.
1. Agenda1 about the Project2 motivation3 research interests4 theoretical foundations: the E-Portfolio5 reflective practise6 some questions7 referencesFolie Nr. 2Andrea Lißner 12.06.2013
2. 1 about the Project• onset: 1st of May 2013• duration: 7 month, with 25 % workload• Andrea Lißner• Master of Education (vocational education)• 2013: Masterthesis: „E-Portfolios at TU Dresden“Folie Nr. 3Andrea Lißner 12.06.2013
3. 2 motivation• competence oriented learning in vocational education• supporting open teaching, learning and assessment withE-Portfolios• potential improvements for the usability of OPAL• knowledge management as a important competence forlife long learningFolie Nr. 4Andrea Lißner 12.06.2013
4. 3 research interests• to evaluate the self reflection processes of the students• provide recommendations for future E-Portfolioimplementations• evaluate the usability of the E-Portfolio tool in OPAL• get an idea for improving the toolFolie Nr. 5Andrea Lißner 12.06.2013
6. 4 theoretical background:working definition „E-Portfolio“• electronic collection of artifacts• many formats: audio, video, graphics, and text; Hyperlinks• reflective tool• demonstrates attained competencies• „illustrates efforts, progress, and achievement“ (Paulson,Paulson & Meyer 1991, p. 60)• is a showcase of learning, a presentation of learning productsFolie Nr. 7Andrea Lißner 12.06.2013
7. The process for developing anE-PortfolioHornung-Prähauser et. al., 2007, S. 15to clarify the objectiveand context of the digitalportfolio workto collect, select andmatch artifacts andlearning objectivesto reflect and managethe learning processto present and share theartefactsto assess and evaluate thelearning outcomesFolie Nr. 8Andrea Lißner 12.06.2013
8. Insights into the reflectivepractise?Folie Nr. 9Andrea Lißner 12.06.2013
9. How can I promote journalwriting?•Can you say something about your experienceswith E-Portfolios?•Can you give me some advices for promotingreflective practise?•I want you to criticize the portfolio or E-Portfoliomethod in context of the teacher education.Folie Nr. 10Andrea Lißner 12.06.2013
10. Thank you for yourattention.Folie Nr. 11Find me on twitter under:@tudfolioFind my blog via:http://tudfolio.wordpress.comAndrea Lißner 12.06.2013
11. References• Baumgartner, P. (2012). Eine Taxonomie für E-Portfolios. Verfügbar unterhttp://www.peter.baumgartner.name/schriften/pdfs/ep-taxonomie-2012.pdf [12.12.2012]• Barrett, H. (2000). Create your own electronic Portfolio. Using Off-the-Shelf Software to ShowcaseYour Own or Student Work. Learning & Leading with Technology. Verfügbar unterhttp://www.helenbarrett.com/portfolios/ LLwTApr00.pdf [27.11.2012]• Hornung-Prähauser, V., Geser, G., Hilzensauer, W. & Schaffert, S. (2007). Didaktische, organisatorischeund technologische Grundlagen von E-Portfolios und Analyse internationaler Beispiele undErfahrungen mit E-Portfolio-Implementierungen an Hochschulen. Salzburg. Verfügbar unterhttp://www.fnm-austria.at/projekte/ePortfolio/Dateiablage/view/fnmaustria_ePortfolio_Studie_SRFG.pdf [05.08.2012]• Salzburg Research Forschungsgesellschaft m.b. H. (2006). E-Portfolio: Methode und Werkzeug fürkompetenzbasiertes Lernen. Salzburg.Andrea Lißner 12.06.2013