Maarten van Wesel, University Library The influence of portfolio media on student perceptions and learning outcomes Presen...
Agenda <ul><li>Theory </li></ul><ul><ul><li>From reflection to learning outcomes </li></ul></ul><ul><ul><li>Cognition VS d...
From Reflection to Learning outcomes <ul><li>Reflection  ↝  Better meta-cognitive knowledge </li></ul><ul><li>Better meta-...
Cognition VS distributed cognition + + + ((720*40/200)^.5)/12 =
Affordances <ul><li>(4^3)^.5 – 6 =  </li></ul>+ + “ Technology has properties -affordances- that make it easier to do some...
Mentor <ul><li>Chooses paper or electronic portfolio </li></ul><ul><li>Mentor group (3 times in 2006) </li></ul><ul><ul><l...
Block assessment <ul><li>Six blocks </li></ul><ul><li>End of block assessment  </li></ul><ul><li>Graded assignment </li></ul>
Portfolio Activity & Block assessment
Questionnaire
Perceived Support for Self-Reflection
Questionnaire
Perceived Support for Self-Reflection
Perceived Support for Self-Reflection <ul><li>However: </li></ul><ul><li>Paper-based portfolio:  15.81 hours </li></ul><ul...
Effect on learning outcomes
Discussion & Conclusion <ul><li>Lets discuss and conclude together! </li></ul>
References <ul><li>Branch, W. T., & Paranjape, A. (2002). Feedback and Reflection: Teaching Methods for Clinical Settings....
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The influence of portfolio media on student perceptions and learning outcomes

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Presentation for Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?

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  • Transcript of "The influence of portfolio media on student perceptions and learning outcomes"

    1. 1. Maarten van Wesel, University Library The influence of portfolio media on student perceptions and learning outcomes Presentation for Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning? 19th of November 2008
    2. 2. Agenda <ul><li>Theory </li></ul><ul><ul><li>From reflection to learning outcomes </li></ul></ul><ul><ul><li>Cognition VS distributed cognition </li></ul></ul><ul><ul><li>Affordances </li></ul></ul><ul><li>Method </li></ul><ul><ul><li>Mentor </li></ul></ul><ul><ul><li>Block assessment </li></ul></ul><ul><ul><li>Questionnaire </li></ul></ul><ul><li>Results </li></ul><ul><ul><li>Perceived support for self-reflection </li></ul></ul><ul><ul><li>Effect on learning outcomes </li></ul></ul><ul><li>Discussion & conclusion </li></ul>
    3. 3. From Reflection to Learning outcomes <ul><li>Reflection ↝ Better meta-cognitive knowledge </li></ul><ul><li>Better meta-cognitive knowledge ↝ Better meta-cognitive regulation </li></ul><ul><li>Better meta-cognitive knowledge ↝ Better learning </li></ul><ul><li>Better learning ↝ Better learning outcomes </li></ul>Reflection helps students “become aware of their mental structures, subject them to a critical analyses, and if necessary, restructure them” (Korthagen, 2001, p. 51)
    4. 4. Cognition VS distributed cognition + + + ((720*40/200)^.5)/12 =
    5. 5. Affordances <ul><li>(4^3)^.5 – 6 = </li></ul>+ + “ Technology has properties -affordances- that make it easier to do some activities, harder to do others... Each has its constraints, preconditions, and side effects that impose requirements and changes on the things with which it interacts, be they other technology, people, or human society at large.” (Norman, 1993, p. 243)
    6. 6. Mentor <ul><li>Chooses paper or electronic portfolio </li></ul><ul><li>Mentor group (3 times in 2006) </li></ul><ul><ul><li>One kick off </li></ul></ul><ul><ul><li>Two work sessions </li></ul></ul><ul><li>Individual meetings 2 times </li></ul>
    7. 7. Block assessment <ul><li>Six blocks </li></ul><ul><li>End of block assessment </li></ul><ul><li>Graded assignment </li></ul>
    8. 8. Portfolio Activity & Block assessment
    9. 9. Questionnaire
    10. 10. Perceived Support for Self-Reflection
    11. 11. Questionnaire
    12. 12. Perceived Support for Self-Reflection
    13. 13. Perceived Support for Self-Reflection <ul><li>However: </li></ul><ul><li>Paper-based portfolio: 15.81 hours </li></ul><ul><li>Electronic portfolio: 23.38 hours </li></ul>
    14. 14. Effect on learning outcomes
    15. 15. Discussion & Conclusion <ul><li>Lets discuss and conclude together! </li></ul>
    16. 16. References <ul><li>Branch, W. T., & Paranjape, A. (2002). Feedback and Reflection: Teaching Methods for Clinical Settings. Academic Medicine, 77 (12, Part 1), 1185 - 1188. </li></ul><ul><li>Challis, M. (1999). AMEE Medical Education Guide No.11 (revised): Portfolio-based learning and assessment in medical education. Medical Teacher, 21 (4), 370 - 386. </li></ul><ul><li>Chen, H.-m., Yu, C., & Chang, C.-s. (2007). E-Homebook System: A web-based interactive education interface. Computers & Education, 49 (2), 160-175. </li></ul><ul><li>Deloney, L. A., Carey, M. J., & Gail, H. (1998). Using Electronic Journal Writing to Foster Reflection and Provide Feedback in an Introduction of Clinical Medicine. Academic Medicine, 73 (5), 574-575. </li></ul><ul><li>Diercks-O'Brien, G. (2000). Approaches to the Evaluation of Networked Learning. The International Journal of Academic Development, 5 (2), 156-165. </li></ul><ul><li>Driessen, E. (2008). Educating the self-critical doctor; Using a portfolio to stimulate and assess medical students' reflection. Maastricht University, Maastricht. </li></ul><ul><li>Driessen, E., Muijtjens, A. M. M., van Tartwijk, J., & van der Vleuten, C. (2007). Web-Based or Paper-Based Portfolios: What makes the difference? Medical Education, 41 , 1067-1073. </li></ul><ul><li>Driessen, E., van Tartwijk, J., Overeem, K., Vermunt, J., & van der Vleuten, C. (2005). Conditions for successful use of portfolios for reflection. Medical Education, 39 , 1230-1235. </li></ul><ul><li>Driessen, E., van Tartwijk, J., Vermunt, J., & van der Vleuten, C. (2003). Use of portfolios in early undergraduate medical education. Medical Teacher, 25 (1), 18-23. </li></ul><ul><li>Ertmer, P. A., & Newby, T. J. (1996). The expert learner: Strategic, self-regulated, and reflective. Instructional Science, 24 (1), 1-24. </li></ul><ul><li>Gaver, W. W. (1991). Technology affordances. Proceedings of the SIGCHI conference on Human factors in computing systems: Reaching through technology , 79-84. </li></ul><ul><li>Gijbels, D., van de Watering, G., & Dochy, F. (2005). Integrating assessment tasks in a problem-based learning environment. Assessment & Evaluation in Higher Education, 30 (1), 73-86. </li></ul><ul><li>Gijbels, D., van de Watering, G., Dochy, F., & van den Bossche, P. (2006). New Learning Environments and Constructivism: The Students’ Perspective. Instructional Science, 34 (3), 213-226. </li></ul><ul><li>Hutchins, E. (1995). How a Cockpit Remembers Its Speeds. Cognitive Science: A Multidisciplinary Journal, 19 , 265 -288. </li></ul><ul><li>IJsselsteijn, W., Bierhoff, I., & Slangen-de Kort, Y. (2001). Duration Estimation and Presence . Paper presented at Precense 2001 </li></ul><ul><li>Korthagen, F. A. J. (2001). Linking practice and theory : the pedagogy of realistic teacher education . Mahwah, N.J.: L. Erlbaum Associates. </li></ul><ul><li>Norman, D. A. (1993). Things that make us smart : defending human attributes in the age of the machine . Reading, Mass.: Addison-Wesley Pub. Co. </li></ul><ul><li>Oshagbemi, T. (1995). Management development and managers' use of their time. Journal of Management Development, 14 (8), 19-34. </li></ul><ul><li>Pressley, M., van Etten, S., Yokoi, L., Freebern, G., & Van Meter, P. (1998). The Metacognition of College Studentship: a Grounded Theory Approach. In D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 347-366). Mahwah, N.J.: L. Erlbaum Associates. </li></ul><ul><li>Prop, A., Shacklady, J., Dornan, T., & Driessen, E. (2007). Mentoring in portfolio based learning: What is an effective mentor? In W. Aalderink & M. Veugelers (Eds.), Stimulating Lifelong Learning: The ePortfolio in Dutch Higher Education (pp. 43 - 53). Utrecht: Stichting SURF. </li></ul><ul><li>Salomon, G. (1993). Editor's introduction. In G. Salomon (Ed.), Distributed cognitions : psychological and educational considerations (pp. xi-xxi). Cambridge [England] ; New York, NY: Cambridge University Press. </li></ul><ul><li>Schraw, G. (2001). Promoting General Metacognitive Awareness. In H. J. Hartman (Ed.), Metacognition in learning and instruction : theory, research, and practice (pp. 3-16). Dordrecht ; Boston: Kluwer Academic Publishers. </li></ul><ul><li>Schraw, G., & Moshman, D. (1995). Metacognitive Theories. Educational Psychology Review, 7 (4), 351-371. </li></ul><ul><li>Segers, M. S. R., & Dochy, F. (2001). New Assessment Forms in Problem-based Learning: the value-added of the students' perspective. Studies in Higher Education, 26 (3), 327 - 343. </li></ul><ul><li>van Tartwijk, J., Driessen, E., Hoeberings, B., Kösters, J., Ritzen, M., Stokking, K., et al. (2003). Werken met een elektronisch portfolio . Groningen: Wolters-Noordhoff. </li></ul><ul><li>Woodward, H., & Bablohy, P. (2004). Digital portfolios: fact or fashion. Assessment & Evaluation in Higher Education, 29 (2), 227 - 238. </li></ul>
    17. 17. Thank you

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