CASE STUDY                                           MOSEP                                            by                  ...
“Young learners, between the age of 14 and 16, find themselves at transition points in          their lives at which they ...
Short description and key characteristics            “The project idea of MOSEP (http://www.mosep.org/) is to develop a se...
| a teacher-training package providing guidelines, assignments that teachers can use  with the adolescents as well as acco...
Figure 1: Mosep Tutorial                                  Source: http://www.mosep.org/index.php/lang-en/tutorialsThe MOSE...
The MOSEP course was tried out in six European countries (UK, DE, AT, LT, PL, BG) withdifferent target groups (HEI teacher...
Collaborating institutions in LINKS-UP                 Institute for Innovation in Learning, Friedrich-Alex-              ...
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Case study MOSEP

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“Young learners, between the age of 14 and 16, find themselves at transition points in their lives at which they have to choose between going into upper secondary education or entering vocational training. It is a time when they have to make decisions and need to be supported in making the best choices for their future careers...

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Case study MOSEP

  1. 1. CASE STUDY MOSEP by Wolf HilzensauerThis document is part of the overall European project LINKS-UP - Learning 2.0 for an InclusiveKnowledge Society – Understanding the Picture. Further case studies and project results can bedownloaded from the project website http://www.linksup.eu.Copyright This work has been licensed under a Creative Commons License: Attribution-NonCommercial-NoDerivs http://creativecommons.org/licenses/by-nc-nd/3.0/ This project has been funded with support from the European Commission. This publication reflects the views only of the author(s), and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  2. 2. “Young learners, between the age of 14 and 16, find themselves at transition points in their lives at which they have to choose between going into upper secondary education or entering vocational training. It is a time when they have to make decisions and need to be supported in making the best choices for their future careers. Adolescent research suggests that students at the transitional stage of development between childhood and adulthood need specific forms of learning support (Bandura, 2006; Pajares et al., 2006). This is the case especially for developing personal competencies, such as goal setting and accomplishment, self-organisation and self-confidence, and developing a vision of professional life” (MOSEP, 2008). Case profile – MOSEP in a nutshell MOSEP More Self-Esteem with my e-PortfolioWebsite http://www.mosep.org/Status finished/closed (2006 – 2008)Interviewed person Project coordinator: Mag. Wolf Hilzensauer, Salzburg ResearchFunded and promoted by… European project – Leonardo da Vinci programme Combination of formal setting in the frame of further educationLocation of the Learning Activities (workshops, courses) and informal setting (e.g. materials for self- study) MOSEP addresses the growing problem of adolescents (aged 14 to 16) dropping out of the formal education system around Europe. | Teachers and Vocational Counsellors working with 14-16 year old students.Target group(s) | Teacher Trainers, who are responsible for the training of either in-service or student-teachers. | The indirect target-group will be 14-16 year old secondary school students, preparing for the next phase of their educa- tion or training.Number of users 80 trainers and 120 studentsEducational Sector(s) Vocational Education & Training Combination of formal (courses, workshops) and informal (materi-Category of the Learning Activities als) (Semantic) Wiki, Video podcasts, Mahara E-Portfolio Software For-Web 2.0 technologies used... um, Platform: www.mosep.org Electronic portfolios (e-portfolios) as a means of supporting bothMethods to support inclusion young people and the teaching and counselling staff 2
  3. 3. Short description and key characteristics “The project idea of MOSEP (http://www.mosep.org/) is to develop a set of measures for the use of e-portfolios1 in different contexts in order to strengthen the self-esteem of young learners. The e-portfolio concept is a learner-centred model allowing a greater degree of personalisation of learning and motivating and empowering students to ac- quire the skills needed to succeed in today‘s knowledge economy and become confident and competent 21st Century citizens. The e-portfolio is a powerful tool to aid inclusion in both social and educational terms as it encourages the celebration of achievements – the wide pallet of skills and interests that a young person has gained both in and out of school. The focus of the MOSEP project lies on ensuring that all school students – particularly those in the critical transition stage of 14-16 years – will be enabled to develop and demonstrate their full potential” MOSEP targets early school leavers by improving the skills and qualifications of their teachers and career counsellors (MOSEP, 2008). Key characteristics “The EU project MOSEP (More Self-Esteem with my e-Portfolio) is an innovative project being funded under the European Commission’s Leonardo da Vinci Programme (08/2006 – 08/2008). The total project budget was € 489.895. MOSEP addresses the problem of early school leavers at the stage at which young learners are in danger of dropping out of the formal education system, in adolescence. A strong European part- nership – from Austria, Bulgaria, France, Germany, Lithuania, Poland and the UK – is working closely with a network of experts across Europe to produce an e-portfolio ‘toolkit’ specifically designed for initial and in-service teacher trainers and vocational counsellors to help to prepare teachers and trainers to work with learners who are using ePortfolios” (MOSEP, 2008). Dimension of learning and inclusion “MOSEP is harnessing the power of electronic portfolios (e-portfolios) as a means of supporting both young people and the teaching and counselling staff who work with them. During the MOSEP project a set of measures for the use of e-portfolios in differ- ent contexts was developed in order to strengthen the self-esteem of young learners. The so-called MOSEP-Toolkit consists of the following products and services which are freely available for use by schools and teacher training organisations: | A study2, identifying and outlining the specific qualifications and skills required by teachers/tutors working with adolescents, | a MOSEP train-the-trainer course for teachers/tutors and counsellors,1 E-portfolios can be defined as "a purposeful collection of student (or teacher) work that illustrates efforts, progress and achievement in one or more areas over time. An electro- nic portfolio uses digital technologies, allowing the portfolio developer to collect and or- ganize portfolio artifacts in many media types (audio, video, graphics, text)." (Barrett, 2005)2 The MOSEP-Study and a description about it is free available for download under: http://www.mosep.org/images/stories/attachments/mosep_study.pdf 3
  4. 4. | a teacher-training package providing guidelines, assignments that teachers can use with the adolescents as well as accompanying materials for better understanding of e-portfolios as a method for self-organised and competence oriented learning and| an online forum for the teachers/tutors on how to use this material and also how to select, install and implement an open-source e-portfolio tool for use with their stu- dents.The materials developed in the MOSEP project are open learning materials and activitiesthat can support face to face, blended learning or online delivery. Although the materi-als concentrate on the learning and development processes and not on specific tools”(MOSEP, 2008).Innovative elements and key success factorsThe move towards personalised learning and a desire to harness the available tools andtechnologies to support learning and engage learners have raised the profile of theePortfolio and the ePortfolio process. The MOSEP course (wiki.mosep.org) developedfor e-portfolio teachers/tutors, career advisors and vocational counsellors consist of fivemodules and are divided into 23 sessions/topics with one or more practical assignmentseach. These sessions and the related materials can be used as an online material anddata repository as well as a structured face-to-face course. All materials, videos andscreencasts are available in 5 different languages (EN, DE, LT, PL, BG).The MOSEP-tutorials have been designed to be either used as they are, or adapted andcustomised to meet individual training needs. They support reflective, personalisedlearning and employ a variety of methods including:| Internet based activities| Presentations and video podcasts| Group work, discussions and peer review for face to face delivery| Online collaboration and networking for individual studyThey are stored in an innovative (semantic) wiki (http://wiki.mosep.org/), which meansthat they are in the public domain and available/accessible to anyone who wants to usethem. The wiki allows teachers or trainers to select the individual activities or activitiesthat they need, and to assemble them into the sequence that meets there learners spe-cific training needs. In this way, they are able to customise their courses before makeavailable to their trainees. The MOSEP wiki can help teachers or trainers to design andresource any course that they might want for introducing the e-portfolio process to theirlearners. The content is therefore dynamic and relies on the community for contribu-tions and moderation once the MOSEP project finishes (Hilzensauer, Prokoph & Ulrich,2007). 4
  5. 5. Figure 1: Mosep Tutorial Source: http://www.mosep.org/index.php/lang-en/tutorialsThe MOSEP modules provide teachers and trainers with teaching and learning resourcesthat can be used to support trainees who are focussing on any aspect of the e-portfolioprocess. The modules consist of a foundation module and four other modules, each ofwhich covers one aspect of the e-portfolio process. The modules are sub-divided into anumber of sessions. Each of the sessions includes a sequence of activities that, in addi-tion to providing suggested ‘things to do’ for both the trainer and the trainee, alsoprovides links to materials, such as online articles and audio-visual content.| Session 1: Introduction focuses on e-portfolio purposes from the young learners per- spective.| Session 2: Working with young learners explores methods that can be used to motiv- ate young learners, especially these with difficulties. It helps to develop approaches to encourage young people to use modern media in their learning for their personal development.| Session 3: Digital Technology in the construction of identity focuses on the contribu- tion of digital technology to the construction of learners identity. Privacy and secur- ity issues are discussed about the online presence of adolescents.| Session 4: Tools and implementation explores the different software possibilities and is furthermore extended by interactive tutorials on the Mahara e-portfolio system (http://eportfolio.mosep.org/)| Session 5: Validation is intended to support personal development planning with the view to e-portfolio development 5
  6. 6. The MOSEP course was tried out in six European countries (UK, DE, AT, LT, PL, BG) withdifferent target groups (HEI teachers, teachers in secondary education, vocational coun-sellors) and in different target institutions (university, university of applied science, sec-ondary school, career centres, student counsellor centres).Problems encountered and lessons learnedFor the MOSEP project it was important that a comprehensive evaluation study, indicat-ing the use of e-portfolios in different educational settings was carried out. The resultsof this survey as well as the pre-test led to the final refinement of the MOSEP course ac-cording to the identified needs of the teachers. Furthermore, a project evaluation tookplace and indicated the positive progress of the project during the project lifetime. Thetechnical support is vital in a multimedia rich environment and also a new collaborativeteacher role is essential.After the software analysis phase in the first project year, the project consortium agreedto use the existing software Mahara rather than to develop a new system. Due to thevery heterogeneous project consortium, a very broad picture of the e-portfolio pro-cesses, requirements and necessary processes needed top be drawn. A great variety ofaspects had to be taken into account, dealing with the different educational culturesand backgrounds, the requirements of the institutions, the requirements of the tutorsand, last but not least the requirements of the learners. 6
  7. 7. Collaborating institutions in LINKS-UP Institute for Innovation in Learning, Friedrich-Alex- ander-Universität Erlangen-Nürnberg, Erlangen, Germany www.fim.uni-erlangen.de Arcola Research LLP, London, United Kingdom www.arcola-research.co.uk eSociety Institute, The Hague University of Applied Sciences, The Hague, The Netherlands www.esocietyinstituut.nl Servizi Didattici e Scientifici per l’Università di Firen- ze, Prato, Italy www.pin.unifi.it Salzburg Research Forschungsgesellschaft, Salzburg, Austria www.salzburgresearch.at European Distance and E-Learning Network (EDEN), Milton Keynes, United Kingdom www.eden-online.org 7

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