E-portfolio in teacher education

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  • E-portfolio in teacher education

    1. 1. Yhteisöllinen oppiminen henkilökohtaisissa oppimisympäristöissä – ePortfolion pilottikäyttö Viron opettajankoulutuksessa Mart Laanpere Tallinnan yliopiston opetusteknologiakeskuksen johtaja Mart. [email_address] .ee
    2. 2. Web 2.0: radical personalisation <ul><li>Decrease of institutionalisation in Web content management </li></ul><ul><li>Distributed discussions: from forum to blog </li></ul><ul><li>“ Hip-hop approach” to Web publishing: rip, mix and share </li></ul><ul><li>Identity construction and profile-based services </li></ul><ul><li>Personal ontologies: tagging, folksonomy </li></ul>
    3. 3. Personal Learning Environment <ul><li>PLE: a concept promoted by Scott Wilson </li></ul><ul><li>“ a collection of free, distributed, web-based tools, usually centred around a blog, linked together and aggregating content using RSS feeds and simple HTML scripts ” (FitsGerald) </li></ul><ul><li>Impact of Web2.0 to VLE: PLE as LMS-killer </li></ul><ul><li>PLE: a concept or a tool? </li></ul><ul><li>Plex: http://www.reload.ac.uk/plex </li></ul>
    4. 5. E-portfolio as PLE <ul><li>E-portfolio: a collection of evidences (digital documents, artefacts, reflections, certificates) that are collected and managed by user </li></ul><ul><li>Implementation in teacher education: planning, documenting, reflecting upon activities related to profesional growth </li></ul><ul><li>Multiple views for different audiences </li></ul><ul><li>Software: ELGG, Mahara, PebblePad </li></ul>
    5. 7. OPAH project in Tallinn University 2005-2007 <ul><li>Goal: to support the teachers’ professional development by solutions of ePortfolio and to develop the competences of lecturers and teachers in educational technology through all three levels of teacher education – initial training, induction year and continuing education. </li></ul><ul><li>Funded by ESF (European Social Fund) </li></ul><ul><li>Partners: 2 main teacher trainers universities, ministry of education, teachers’ union </li></ul>
    6. 8. Background information <ul><li>The goal of facilitating life-long learning and reflection among teachers is in line with the visions of policy papers about teacher education </li></ul><ul><li>Teacher education and accreditation reform in Estonia: a competency-based approach </li></ul><ul><li>E-portfolio should be provided to every teacher as a free service , not bound to any institution </li></ul>
    7. 9. Learning as a social phenomenon <ul><li>Early theories on social learning ( Bandura ): people learn from each other through observation, imitation, modeling </li></ul><ul><li>C ommunities of practice ( Lave & Wenger ) </li></ul><ul><li>Sharing reflections: social negotiation of meaning </li></ul><ul><li>Bereiter: learning in “belief mode” and “design mode” </li></ul><ul><li>Paradox: facilitating social learning in Personal Learning Environment </li></ul>
    8. 10. Participation Reflection
    9. 12. Our concept of ePortfolio as PLE: DiPo
    10. 13. DiPo prototype: eportfoolio.opetaja.ee <ul><li>- Design principles:   * Balance: community / personal   * Scaffolding and fading   * Participatory design, involving users   * Open source software, based on Plone CMS * Standards (IMS eP, RDCEO, EuroPass) - Components of DiPo:   * Blog   * CV (EuroPass)   * Competency manager   * Task manager: structured and open assignments   * Shared area for your group (feed aggregator)   * Drawer: file storage </li></ul>
    11. 14. Research questions: <ul><li>What are the main challenges from social and personal aspects while implementing eportfolio in teacher education? </li></ul><ul><li>What kind of scaffolding do the users of ePortfolio need? </li></ul><ul><li>H ow can design of environment balance social and personal aspects of learning in ePortfolio? </li></ul>
    12. 15. Pilot study: implementing DiPo <ul><li>25 users in initial teacher education program </li></ul><ul><li>15 users in Teach First program </li></ul><ul><li>80 users in the induction year program </li></ul><ul><li>Over 200 users trained during various in-service teacher training courses </li></ul><ul><li>Semi- structured interview with novice teachers’ groups (11) and Teach First group (6) in May 2007. </li></ul>
    13. 16. From i nterviews : Personal aspects of learning in eportfolio: Reflection as meaning-making <ul><li>Eportfolio provides a good opportunity for analysing one’s teaching and reviewing it later, providing continuity in development </li></ul><ul><li>It provides an opportunity to discuss critical situations and acts occasionally as stress release. I often consider only later what I have done. In theory I may know the right thing to do but my reactions are the same as the ones I experienced during my own schooling. </li></ul><ul><li>The idea of eportfolio is that it is kept. Years later I can check what I have done and if I still make the same mistakes or not. </li></ul>
    14. 17. Social aspects of eportfolio: reflection as community building <ul><li>… e portfolio gives an opportunity and skill s to share your experience and get feedback from others as well as from the mentor </li></ul><ul><li>Sharing your problems helps to see things better and find solutions. </li></ul><ul><li>It supports the communication between teachers. I would very much like to know what my older colleagues think. It makes it easier to adjust to the teaching team. </li></ul><ul><li>I think that reflection takes place all the time. There are different methods. Another thing is to record the thoughts. It helps me a lot if I can get feedback from my peers or someone says that she has the same problem. Sharing is very important… </li></ul>
    15. 18. How can eportfolio support your learning? <ul><li>… .. helping to take the time. Usually the question of motivation is the most critical one. If the relationship with the mentor is trusting enough, she helps to think and says: take the 15 minutes and put it down. There is someone who “holds my hand” throughout the process. </li></ul><ul><li>… .If I were in it (teacher training) from the beginning I would be used to it. </li></ul><ul><li>… Mentor has a lot of influence. When I get written feedback it motivates to reflect. </li></ul>
    16. 19. Discussion and conclusions <ul><li>The largest part of teachers’ professional knowledge of teachers is rather static and conservative, need for collaborative knowledge creation in ‘design mode’ </li></ul><ul><li>Three approaches to social knowledge-creation: </li></ul><ul><ul><li>Nonaka&Takeuchi: team learning (tacit > explicit knowledge) </li></ul></ul><ul><ul><li>Engeström: activity systems, activity patterns </li></ul></ul><ul><ul><li>Bereiter: collaborative knowledge building, resulting with Knowledge Objects </li></ul></ul><ul><li>Follow-up research: how to scaffold collaborative knowledge building of novice teachers using ePortfolio ? </li></ul>
    17. 20. Thank You! <ul><li>Please visit: </li></ul><ul><li>http://www.htk.tlu.ee/dipo </li></ul><ul><li>http://eportfoolio.opetaja.ee </li></ul>

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