Gender and ePortfolio practice

Gender Differences in ePortfolio Practice Prof. Dr. Ilona Buchem Digital Media StudiesBeuth University of Applied Sciences Berlin, Germany ePIC Conference 2012, London (UK), 10th July 2012

About Mentoring programs for female students >>> ePortfolio? 21% female professors 29% female students

Agenda • Gender and ICT • Gender and media practice styles • Context and method of study • Three case studies • Conclusions

Gender & the Internetsome facts and ﬁgures ...

Gender gap before 2000 occupational differences use at home/workhttp://www.frbatlanta.org/ﬁlelegacydocs/wp0210.pdf

Towards gender balance 2011 http://epp.eurostat.ec.europa.eu/cache/ITY_OFFPUB/KS-SF-11-066/EN/KS-SF-11-066-EN.PDF

Gender& Social Mediasome facts and ﬁgures ...

http://www.iab.net/media/ﬁle/womenontheweb.pdf

Women prefer Social Networking http://www.iab.net/media/ﬁle/womenontheweb.pdf

No matter what region,women spend more time on Social Media http://www.iab.net/media/ﬁle/womenontheweb.pdf

? Gender balance or gender gap?

http://www.informationisbeautiful.net/visualizations/chicks-rule/

? Why do men and womenparticipate differently?

Women and men have different motivations and interests

female motives: social interaction passing time entertainment companionship communicationhttp://www.uvvg.ro/revad/ﬁles/nr7/10.%20sharifah.pdf

April 2012Cohen (2011) reportedthe dominance of male http://en.wikipedia.org/wiki/File:Wikipedia_editors_are_predominantly_male.pngeditors in Wikipediawith 87% male editors,based on the 2009 Male and female focus on differentWikimedia Foundation topics, “female” topics (art, people,survey of the EnglishWikipedia. health) coverage is inferior to “male” topics. Females are more likely to be blocked by admins.

www.hansardsociety.org.uk

Men dominate political participation on Social Mediahttp://www.hansardsociety.org.uk/blogs/press_releases/archive/2011/07/07/why-are-political-blogs-dominated-by-men.aspx

Men write blog posts or comment on blogs, women sign online petitions -do women avoid conﬂicts and public exposure? http://www.hansardsociety.org.uk/blogs/press_releases/archive/2011/07/07/why-are-political-blogs-dominated-by-men.aspx

http://shesconnectedmultimedia.com/pdf/report.pdf

? Are there gender-specificdigital media practices?

Gender and Media PracticeSix styles of digital media practice (Buchem, 2012):• Intensive - Extensive• Apprehensive - Expository• Expressive - Instrumental http://thetangential.com/wp-content/uploads/2012/04/Woman-Blogger.jpg

intensive - extensive practice• Intensive: valuing deeper, • Extensive: valuing broader, vertical experience horizontal experience• Communicating with a close • Communicating with a broader circle of friends and family range of persons• Looking for information on a • Looking for information on a narrower list of interest topics wider variety of topics• Participating in smaller number of • Participate in a greater number of activities related to key interests online activities

apprehensive - expository practice• Apprehensive: valuing • Expository: valuing privacy, restricted access exposure and publicity• Preference for a protected • Preference for an open environment environment• Concerns about security, data • Preference for blogging (e.g. misuse and online risks politics) and video sharing• Reﬂect more on ethical issues • Tendency to edit, remix and such as piracy, copyright mash-up

expressive - instrumental practice• Expressive: valuing self- • Instrumental: valuing expression and self- problem-solving and reﬂection decision-making• Engaging in reciprocal • Engaging in posting and reading communication information (e.g. Twitter)• Strengthening interpersonal • Asking for advice to solve relationships problems (e.g. forums)• Self-expression through design • Self-expression through multimedia

Gender & ePortfolio PracticeSix risks of ePortfolio practice (Reinmann, 2011): • Over-complying • Over-reﬂecting • Over-acting http://i.ebayimg.com/00/%24(KGrHqUOKi0E3G%2BDF3EfBN75Khp(t!~~_35.JPG

Over-complying & ePortfolio• Strong compliance with external specifications• Taking a “strategic approach”, i.e. adhering to pre-defined guidelines and requirements, but neglecting personal criteria and judgments http://i.ebayimg.com/00/%24(KGrHqUOKi0E3G%2BDF3EfBN75Khp(t!~~_35.JPG

Over-reﬂecting & ePortfolio• Exaggerated self-reflection and self-analysis• Examining oneself or own situation in-depth, and at the same time neglecting the reflection of the subject-matter http://i.ebayimg.com/00/%24(KGrHqUOKi0E3G%2BDF3EfBN75Khp(t!~~_35.JPG

Over-acting & ePortfolio• Excessive hoarding of ePortfolio artifacts• Collecting larger numbers of artifacts as evidence of own expertise, but failing to meaningfully relate artifacts to learning goals http://i.ebayimg.com/00/%24(KGrHqUOKi0E3G%2BDF3EfBN75Khp(t!~~_35.JPG

Context• Research-based learning in peer-groups• ePortfolios to document the research process and outcomes• ePortfolios created in Mahara

Method of the StudyIn-depth interviews Case study narratives Interpretative analysis + +

8 research categories ePortfolio ePortfolio experience media use ePortfolio ePortfolio value specs ePortfolio ePortfolio privacy artifacts ePortfolio ePortfolio communic. reﬂections

ePortfolio experience ePortfolio ePortfolio experience no prior experience with media use ePortfolio little experience with ePortfolio ePortfolio digital media value specs self-perception as technically skilled ePortfolio ePortfolio privacy artifacts need support to overcome initial ePortfolio ePortfolio technology hurdles communic. reﬂections

ePortfolio media use ePortfolio ePortfolio experience strong focus on the media use design of ePortfolio focus more on content ePortfolio ePortfolio inquiry than functions value specs used different media, mostly text and photos ePortfolio ePortfolio privacy artifacts value design and content inquiry ePortfolio ePortfolio communic. reﬂections

ePortfolio specifications wanted to comply with ePortfolio ePortfolio specifications for grades experience media usecomplied with specifications for orientation ePortfolio ePortfolio value specs needed specifications as guidance appreciated freedom to design ePortfolios ePortfolio ePortfolio privacy artifacts ePortfolio ePortfolio value specifications communic. reflections and tend to over- comply

ePortfolio artifacts did not collect many ePortfolio ePortfolio artifacts experience media use selected artifacts to match topics ePortfolio ePortfolio value specs decided about ePortfolio artifacts choice as group ePortfolio ePortfolio privacy artifacts may need support in choosing artifacts ePortfolio ePortfolio communic. reﬂections

ePortfolio reflections liked to reflect on own ePortfolio ePortfolio learning goals experience media use took time in-between for own reflections ePortfolio ePortfolio value specs appreciated reflection at the end of the course ePortfolio ePortfolio privacy artifacts value reflection but do not over-reflect ePortfolio ePortfolio communic. reflections

ePortfolio communication thought communication ePortfolio ePortfolio was very important experience media use wished there was more communication ePortfolio ePortfolio value specswished students supported each other more appreciated feedback from peer and instructor ePortfolio ePortfolio privacy artifacts ePortfolio ePortfoliovalue communication communic. reﬂections and peer-feedback

ePortfolio privacy enjoyed putting Mahara ePortfolio ePortfolio views online experience media use did not want to disclose private information ePortfolio ePortfolio value specs considered public proﬁles as way of shaping identity ePortfolio ePortfolio privacy artifacts value privacy but create professional identities ePortfolio ePortfolio communic. reﬂections

ePortfolio privacy valued ePortfolio for ePortfolio ePortfolio creating online identity experience media use valued ePortfolio as assessment method ePortfolio ePortfolio value specs could present their skills better in ePortfolio experienced less stress at the end of semester ePortfolio ePortfolio privacy artifacts ePortfolio ePortfolio value and enjoy communic. reﬂections working with ePortfolio

Designing ePortfoliosFemale students may ...• have less experience in using digital media• need additional technical support at the initial stage• need additional design features and communication opportunities• need more methodological guidance and feedback in the process• need additional support in creating professional identities

Thank you!

http://www.scoop.it	364
http://pinterest.com	6
https://twimg0-a.akamaihd.net	2
https://si0.twimg.com	2

Gender and ePortfolio practice

by Ilona Buchem on Jul 10, 2012

Accessibility

Categories

Upload Details

Usage Rights

4 Embeds 374

Statistics

Gender and ePortfolio practice Presentation Transcript