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Beyond the e-portfolio: Personalised and collaborative learning
Beyond the e-portfolio: Personalised and collaborative learning
Beyond the e-portfolio: Personalised and collaborative learning
Beyond the e-portfolio: Personalised and collaborative learning
Beyond the e-portfolio: Personalised and collaborative learning
Beyond the e-portfolio: Personalised and collaborative learning
Beyond the e-portfolio: Personalised and collaborative learning
Beyond the e-portfolio: Personalised and collaborative learning
Beyond the e-portfolio: Personalised and collaborative learning
Beyond the e-portfolio: Personalised and collaborative learning
Beyond the e-portfolio: Personalised and collaborative learning
Beyond the e-portfolio: Personalised and collaborative learning
Beyond the e-portfolio: Personalised and collaborative learning
Beyond the e-portfolio: Personalised and collaborative learning
Beyond the e-portfolio: Personalised and collaborative learning
Beyond the e-portfolio: Personalised and collaborative learning
Beyond the e-portfolio: Personalised and collaborative learning
Beyond the e-portfolio: Personalised and collaborative learning
Beyond the e-portfolio: Personalised and collaborative learning
Beyond the e-portfolio: Personalised and collaborative learning
Beyond the e-portfolio: Personalised and collaborative learning
Beyond the e-portfolio: Personalised and collaborative learning
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Beyond the e-portfolio: Personalised and collaborative learning

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Lyn Doolan

Lyn Doolan

Published in: Education
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  • AIMSWhere we have come in the past 2 years Omoving to use it in ways we never envisagedPersonal Learning Space integrates the learning experience across a courseDeveloping reflective practiceGiving purpose focus and meaning to learning activitiesModelling best practice.
  • Key Learning Design ProblemsStudents and lecturers - View subjects as completely separate Lack of cohesion between subjects Purpose to learning and assessment activities often unclearLack of connection to future professional life
  • Here are the silos we are dealing with within many of our one year pre service teaching coursesSilos within silos
  • LMS can reinforce silo mentality by limited access beyond the teaching period We saw the PLS as potentially offering opportunities for integrationProvides the continuity of a learning space between subjects (and across years)Allows students to draw connections between all aspects of their coursePLS offers opportunities for creative engagement with a range of other Web 2.0 technologies which allows students to document their learning in creative and meaningful ways
  • In 2010 we started with one core module and one method with no iterative or scaffolded learning activities One key capstone assessment task - but lack of assets to build up their final taskAt the end of that experience we realised whilst some students produced brilliant work but others struggled and didn’t ‘get it’We could see the need for a integrated approach across all subjects We started to look at building in and designing a suite of learning activities and assessment tasks across the subjects and for the whole year using a range of different PebblePad assets and supported reflective activities and also incorporating web 2.0 technologies.Here they areAs the uptake of PebblePad across the Faculty has grown we have been able to embed learning activities across an entire course the Graduate Diploma in EducationGrowth in the ways and ideas in which we use use PP
  • We have developed these PP activities that still live in individual subjects but
  • We started thinking about the various aspects and desired characteristics of emerging teachers We wanted to map that against what we showed you previously with the different subjects and tasks to see whether there was more overall cohesion across the course both for us as educational designers and for students
  • We can start to see how the individual activities/tasks are connected multilayered and iterative (ss can come back to and refine)Learning experiences for pre service teachers are multi layered, multi modal Model a range of learning and assessment experiences to demonstrate best practice to the emerging teacher.Development of reflective practice that are beneficial for lifelong learning.
  • 2011 our capstone task of a professional portfolio can build on the range diverse learning activities that the students have documented in PebblePad over the year.
  • RevisitReflect on personal growth and contentMake connections between theory at university and practiceBe critical of what you have done, experienced, learntDraw connections to what you have learntNot a one-to-one correspondence between theory and practice Acknowledge multiple theories and the complex nature of learning and teaching
  • Building trust with staffSupporting them in the new environmentCoherent administrative structure
  • so that their learning is scaffolded to encourage the articulation and understanding of the nexus between theory and practice. PebblePad offers us the ideal environment to realise these aims.
  • Transcript

    • 1. This presentation will demonstrate the powerof extending and expanding the e-portfolioconcept …….showing how it can incorporateteaching, learning and assessment strategieswhich will ‘add asubstantial, lively, personally transformativedimension to lifelong learning’ (Kift et al2007) and give cohesion and purpose tocourse design.
    • 2.  Educational Designers in the Faculty of Education at La Trobe University We work with academic staff across 5 campuses Design learning and assessment experiences based around the students’ Personalised Learning Space, PebblePad. Activities are multi-modal, multilayered and encourage pre- service teachers to make meaning of their own learning and experiences through socially constructivist learning activities (Jonassen 2000). Students guided through a process of active reflection modified from the 5 Rs, (Bain 2002),
    • 3.  Total accounts in database: 6,725 Total number of active users: 4,214Collaboration Number of user comments: 23,677 Number of Gateways: 1,238 Assets published to Gateways: 32,942
    • 4. English History CoreModule 1 Drama Physics CoreModule 2 Maths Media Core TESOLModule 3 LOTE Science CoreModule 4
    • 5. Image Source: Adapted from Sutherland, Brotchie, Chesney, Pebblegogy Ideas and activities to inspire and engage learners. (2011)
    • 6. Graduate Diploma in Education Core ‘How I learn’ - Reflective task using a PebblePad form.Module 1 Core Record and reflect on Microteaching using a PebblePad Experience asset with embedded links toModule 2 video (hosted on Vimeo) Core A Webfolio preparing for professionalModule 3 registration Identifying goals and planning for future Core professional role as teacher -Webfolio with embedded Action plans addressing each goalModule 4
    • 7. •Video/text Blog for practicum using a PebblePad Blog.English •Creating a Unit of Work for Year 7 to 8 English students in a PebblePad Webfolio. •Collection of drama stimulus materials in PebblePad blog.Drama •Collaborative feedback from peers. •A unit of work in a PebblePad WebfolioMaths •A geometry task created in a PebblePad Activity asset •A reflection on Maths 300 in a PebblePad Thought •Evidencing and reflecting on extra curricula development ofTESOL professional skills and knowledge in PebblePad Experience asset •A collaborative presentation on TESOL theme using a Webfolio
    • 8.  Is this any more integrated?
    • 9. Classroom management My Content educational knowledge philosophy Reflective Planning practice lessons ME – the emerging teacherProfessional Working withdevelopment colleagues Teaching Practicum in practice schools Accessing ICT across and the Developing curriculum resources
    • 10. Reflection on How I learn Classroom management Thought My Content educational knowledge philosophy Reflective Planning practice lessons ME – the emerging teacherProfessional Working withdevelopment colleagues Teaching Practicum in practice schools Accessing ICT across and the Developing curriculum resources
    • 11. Micro Classroom management teaching Content MyExperience knowledge educational philosophy Reflective Planning practice lessons ME – the emerging teacher Professional Working with development colleagues Teaching Practicum in practice schools Accessing ICT across and the Developing curriculum resources
    • 12. Classroom management My Content educational knowledge philosophy Reflective Planning practice lessons ME – the emerging teacher Professional Working with development colleagues Teaching Practicum in practice schools English ICT across AccessingVideo Blog the and Developing curriculum resources
    • 13. Classroom management My Content educational knowledge philosophy Reflective Planning practice lessons ME – the emerging teacherProfessional Working withdevelopment colleagues Teaching Practicum in practice schools Units of Work Accessing ICT across the and for teaching curriculum Developing resources method Webfolio
    • 14. Reflection on Micro Classroom How I learn teaching management My Thought ContentExperience knowledge educational philosophy Reflective Planning practice lessons ME – the emerging teacher Professional Working with development colleagues Teaching Practicum in practice schools Unit of WorkEnglish Video Accessing ICT across for teaching Blog the and curriculum Developing resources methods Webfolio
    • 15.  Building the culture Careful learning design - support materials activities, workshops. Introducing PebblePad by stealth (PebblePad form) Promote reflective practice Range of feedback rubrics E-mentors Administrative
    • 16. For the student Under control of the student PebblePad is a powerful study tool Users create enduring and iterative assets of learning Allows for creativity, adaptability, individuality opportunities for the student to revisit and reappraise the learning journey Students work on a variety of learning tasks, both individually and in groups Created multimedia artefacts of their learning journey which goes beyond the mere requirements of the assessment process. The outcome for the students is enhanced opportunities for deep reflection and higher level meta-cognition.
    • 17. For the teacher Takes emphasis away from teacher directed content Provides opportunities to encourage and scaffold reflective practice Provides opportunities for ongoing formative feedback Far richer and engaging evidence of learning

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