The influence of portfolio media on student perceptions and learning outcomes

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

Agenda
Theory
From reflection to learning outcomes
Cognition VS distributed cognition
Affordances
Method
Mentor
Block assessment
Questionnaire
Results
Perceived support for self-reflection
Effect on learning outcomes
Discussion & conclusion

From Reflection to Learning outcomes
Reflection ↝ Better meta-cognitive knowledge
Better meta-cognitive knowledge ↝ Better meta-cognitive regulation
Better meta-cognitive knowledge ↝ Better learning
Better learning ↝ Better learning outcomes
Reflection helps students “become aware of their mental structures, subject them to a critical analyses, and if necessary, restructure them” (Korthagen, 2001, p. 51)

Cognition VS distributed cognition + + + ((720*40/200)^.5)/12 =

Affordances
(4^3)^.5 – 6 =
+ + “ 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)

Mentor
Chooses paper or electronic portfolio
Mentor group (3 times in 2006)
One kick off
Two work sessions
Individual meetings 2 times

Block assessment
Six blocks
End of block assessment
Graded assignment

Portfolio Activity & Block assessment

Questionnaire

Perceived Support for Self-Reflection

Questionnaire

However:
Paper-based portfolio: 15.81 hours
Electronic portfolio: 23.38 hours

Effect on learning outcomes

Discussion & Conclusion
Lets discuss and conclude together!

References
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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.
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The influence of portfolio media on student perceptions and learning outcomes

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