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e-portfolios for learning

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  • Find picture with eating with chop sticksAsk questions:You have been asked to eat with chopsticks and have never used them before. You are also under a time limit to eat (only 15min). How do you feel?You can eat your food in any way you want. How do you feel?
  • wordle?
  • in academic development and beyond with students?
  • need to collect, evaluate data!!!use post-it notes to compare
  • make wordle/more visual representation
  • 4 groups, each to discuss eportfolios in a different context, create a poster?
  • Connectivism (Siemens, online)Technologies enableWeb2.0 to deliver, support and learn (Oliver and Omari, 1999) (Kear 2011)Technologies are equally beneficial for PBL (Juwah 2002; Ge et al 2010; Donnelly 2005) and are used in blended and online programmes, but also in traditional face-to-face settings, to extend engagement outside the classroom and with larger groups (Hmelo-Silver et al 2009).  
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    • 1. e-portfolios for learning Chrissi Nerantzi and Neil Currant,Academic Developers, University of Salford Twitter @pgcap
    • 2. Intended learning outcomesBy the end of this session, delegates will be able to:• Illustrate and examine the e-portfolio for learning approach used within the LTHE module of the PGCAP Programme• Discuss the benefits and challenges of e-portfolios within Academic Development• Identify and explore opportunities for e-portfolio based learning and assessment within PgCert programmes, CPD and PDP
    • 3. What
    • 4. e-portfolios• different types of e-portfolios• institutional• learner-owned• social media• from institutional tools to personal tools > preferences• Personal Learning Environments (PLE) and Personal Learning Networks (PLN)
    • 5. Why use e-portfolios? challenges
    • 6. e-portfolios... • develop autonomous learners (Donnelly 2003) • capture learning, reflections, store and share assessment tasks with tutors and peers, and connect (Kear 2011) with each other. • experiment in a safe environment and within a learning community (Wenger 1998)
    • 7. How
    • 8. context• module: Learning and Teaching in Higher Education• supported development through reflection• blended feedback conversations• model alternative assessment approaches• e-portfolio assessed• systems PebblePad (institutional pilot) and Wordpress (social media) - cohort 2
    • 9. first findings
    • 10. I found this difficult and clunky to use- not a natural processfor me, in fact I suspect I didnt upload material to it properly, I found it rather if at all. Id assumed I could add content in the form of word difficult to gain documents which wasn’t the case, and I found it difficult to feedback and navigate around the site and to see/check if id added thought for the information (it goes into a window- like this one- where you most part time cant see the whole thing in one go). was wasted trying to use an un-user-friendly interface. Found the pebble pad portfolio quite clumsy to use and not particularly intuitive
    • 11. I liked the media rich Really enjoyed using the portfolio potential of using an e-especially as I could personalise it . I portfolio. It was strongly want to / need to use relatively easy to wordpress for the next module of navigate around PGCAP Wordpress and really useful to dip in and out to reflect on the work I had submitted. Tutor and peer feedback was also a feature I liked, it really helped me gain impartial viewpoints of my work through peer feedback.
    • 12. using social media as an e-portfolio• user-friendly technology• increased engagement and motivation• personalisation• more experimentation• media-rich reflection and artefacts• ownership• access anytime, anywhere• deeper reflection and learning• peer learning• increased dialogue and conversation about learning• valued the use of e-portfolios and consider to use with own students• accessing tutor e-portfolio seen as useful• interest in continuing using e-portfolio (beyond the programme)
    • 13. Now what
    • 14. explore ‘n’ discuss• Explore in small groups more uses of e-portfolios for PgCert CPD PDP HEA/SEDA portfolios? Associate/Members etc. NTF?• Discuss
    • 15. Next steps cohort 3 patchwork e-portfolio participants pick the e-portfolio system they want to usee-portfolio becomes part of their PLE public and accessible to the wholecohort / some private (self-, peer and tutor assessed) use for our accredited CPD Framework to gain FHEA, SFHEA
    • 16. ReferencesDonnelly, R. 2003. Integrating the Use of Teaching Portfolioswith Experiential Learning in a Postgraduate Certificate forAcademic Staff in Third Level Learning and Teaching. In:Teacher Development, Volume 7, Number 2, 245-264.Kear, K. 2011 Online and social networking communities. Abest practice guide for educators, open & flexible learningseries, Oxon: Routledge.Wenger, E. 1998. Communities of Practice: Learning,Meaning, and Identity. Cambridge: Cambridge UniversityPress.
    • 17. e-portfolios for learning Chrissi Nerantzi and Neil Currant, Academic Developers, University of Salfordc.nerantzi@salford.ac.uk, n.currant@salford.ac.uk Twitter @pgcap, @chrissinerantzi, @ncurrant
    • 18. to print out
    • 19. I found this difficult and clunky to use- not a natural processfor me, in fact I suspect I didnt upload material to it properly, I found it rather if at all. Id assumed I could add content in the form of word difficult to gain documents which wasn’t the case, and I found it difficult to feedback and navigate around the site and to see/check if id added thought for the information (it goes into a window- like this one- where you most part time cant see the whole thing in one go). was wasted trying to use an un-user-friendly interface. Found the pebble pad portfolio quite clumsy to use and not particularly intuitive
    • 20. I found this difficult and clunky to use- not a natural processfor me, in fact I suspect I didnt upload material to it properly, I found it rather if at all. Id assumed I could add content in the form of word difficult to gain documents which wasn’t the case, and I found it difficult to feedback and navigate around the site and to see/check if id added thought for the information (it goes into a window- like this one- where you most part time cant see the whole thing in one go). was wasted trying to use an un-user-friendly interface. Found the pebble pad portfolio quite clumsy to use and not particularly intuitive
    • 21. I liked the media rich Really enjoyed using the portfolio potential of using an e-especially as I could personalise it . I portfolio. It was strongly want to / need to use relatively easy to wordpress for the next module of navigate around PGCAP Wordpress and really useful to dip in and out to reflect on the work I had submitted. Tutor and peer feedback was also a feature I liked, it really helped me gain impartial viewpoints of my work through peer feedback.
    • 22. I liked the media rich Really enjoyed using the portfolio potential of using an e-especially as I could personalise it . I portfolio. It was strongly want to / need to use relatively easy to wordpress for the next module of navigate around PGCAP Wordpress and really useful to dip in and out to reflect on the work I had submitted. Tutor and peer feedback was also a feature I liked, it really helped me gain impartial viewpoints of my work through peer feedback.