Personal Learning Environments: If ePortfolios are the Solution, then what is the Problem? Mark Brown Director, Teaching, ...
•  Director, Teaching, Learning & Distance Education •  Previous Coordinator of the Doctor of Education (EdD) •  On origin...
http://tinyurl.com/solt-mbrown About Mark
LMS VLE Stream at Massey “ To provide an  exceptional  and  distinctive  experience for all students through a rich digita...
MyPortfolio - Their place Stream - Our place Stream at Massey
Spot the Minister! Mahara is Award Winning
If ePortfolios are the Solution, then what is the Problem?
<ul><li>The ‘traditional’ learner </li></ul><ul><ul><li>•  Pre-school </li></ul></ul><ul><ul><li>•  Primary </li></ul></ul...
Tertiary education is all we focus on for approximatelty 4 out of 80 years? That is, 5% of lifelong! What % of all learnin...
If ePortfolios are the Solution, then what is the Problem?
If ePortfolios are the Solution, then what is the Problem?
There is a growing gap between how we learn informally and the way we design and offer formal learning.  What does all thi...
1. About Mahara 2. A Case Study in Practice 3. Thinking Strategically about Blended Learning If ePortfolios are the Soluti...
While ePortfolios have tremendous potential their successful implementation in tertiary education is another matter. We ma...
1. About Mahara
<ul><li>•  Open source eportfolio - 2007 </li></ul><ul><li>•  Mahara ( Te Reo Māori for ‘think’ or ‘thought’) </li></ul><u...
A bit about eportfolios… <ul><li>Wealth of literature supporting the use of eportfolios in education  </li></ul><ul><li>An...
<ul><li>Mahara is based on an  Artefacts, Views  and  Access  framework </li></ul><ul><li>Views  are a collection of any n...
<ul><li>A representation of the framework… </li></ul>1. About Mahara
<ul><li>For example… </li></ul>1. About Mahara
Unlimited Views 1. About Mahara
Development view… 1. About Mahara
Institutional view… 1. About Mahara
Showcase view… 1. About Mahara
1. About Mahara
www.mahara.org Collect, Reflect, Select, Connect, Share 1. About Mahara
2. Case Study in Practice
A Massey example…   2. Case Study in Practice “ Learning is not a  spectator sport.  Students do not learn much just sitti...
“ Learning is not a  spectator sport.  Students do not learn much just sitting in classes listening to teachers, memorizin...
An example from initial teacher education… 2. Case Study in Practice
Structural Framework Three  Interdisciplinary  Strands Context Content Professional Practice
ICT Inclusion Biculturalism Three  Integrating Themes Structural Framework Context Content Professional Practice
ICT Inclusion Biculturalism Learning to be Learning to do Learning to know Learning to live together Context Content Profe...
Context Content ICT Inclusion Biculturalism Professional Practice Learning to be Learning to do Learning to Change Learnin...
<ul><li>Anchored around core questions… </li></ul>•  What does it mean  to be  a teacher in a diverse but inclusive  socie...
Graduate Profile… 2. Case Study in Practice
Personalised life-long learning, augmented by eportfolios, must be rooted  within a system-wide digital learning culture  ...
3. Thinking Strategically About Blended Learning
Moodle/Mahara is not just an online environment but the catalyst for a  new strategic direction  which gives the opportuni...
Future Maker Future Taker Moodle/Mahara is not just an online environment but the catalyst for a  new strategic direction ...
3. Thinking Strategically About Blended Learning
3. Thinking Strategically About Blended Learning
<ul><li>To enhance outcomes for learners through a  consistent, coherent   and  digitally   enriched  educational experien...
Places Tools Learner-Content Interaction Learner-learner Interaction Spaces Teacher-Learner Interaction eLearning Interact...
Learning by sharing (Connectivist) Learning by listening (Instructionist) Learning by doing (Constructivist) Learning by m...
Acquisition Participation Roots metaphors… (Brown, 2011) (Sfard, 1998) 3. Thinking Strategically About Blended Learning
Physical Virtual Acquisition Participation (Brown, 2011) (Sfard, 1998) Roots metaphors… 3. Thinking Strategically About Bl...
Synchronous Asynchronous Acquisition Participation (Brown, 2011) (Sfard, 1998) Roots metaphors… 3. Thinking Strategically ...
Synchronous Asynchronous Acquisition Participation Discussion Fora Lecture Capture Connect Clinic Connect Webinar Adobe Pr...
Tertiary Intervention What do we do for  failing  students Secondary Intervention What do we do for  at-risk  students? Ta...
Support and Intervention Framework INTERVENTIONS Student Lifecycle 3. Thinking Strategically About Blended Learning
<ul><li>Self directed exercises </li></ul><ul><ul><li>Literacy/numeracy exercises </li></ul></ul><ul><ul><li>Is distance l...
<ul><li>Thinking About Study -   ‘Work/Study/Life Calculator’ </li></ul>3. Thinking Strategically About Blended Learning
Making Choices -  ‘ Online course previews’ 3. Thinking Strategically About Blended Learning
First Few Weeks -  ‘ Online orientation course’ 3. Thinking Strategically About Blended Learning
Conclusion
<ul><ul><ul><li>“ I think blended learning will  never  go away... and for some courses, some contexts, a blend which is 9...
<ul><ul><ul><li>“ I think blended learning will  never  go away... and for some courses, some contexts, a blend which is 9...
Unfreezing  an institutional culture is only the tip of the challenge.  You need  vision,   strong  leadership,  a  steadf...
“ A prudent question is one-half of wisdom. ” Francis Bacon Questions [email_address] http://www.slideshare.net/mbrownz/
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Personal Learning Environments: If ePortfolios are the Solution, then what is the Problem?

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  • These days, with a name like Brown, I feel rather ‘hip’ with a middle name beginning with ‘e’. You could say putting the ‘e’ in learning comes naturally. On a more serious note, my reflections on e-learning are grounded in the saying that the light comes through the cracks .
  • Last year I presented a paper on… This is part 2 or follow up on my previous paper.
  • The first section talks about why and how we started the dialogue for change The second part explains how we then formalised the conversation for change The final section briefly describes what we came up with and how if differs redically from what we have been doing in past.
  • Course choice Capacity Capability
  • Course Choice
  • Still unclear whether we can pull it off
  • Personal Learning Environments: If ePortfolios are the Solution, then what is the Problem?

    1. 1. Personal Learning Environments: If ePortfolios are the Solution, then what is the Problem? Mark Brown Director, Teaching, Learning and Distance Education WITT July 22 nd , 2011
    2. 2. • Director, Teaching, Learning & Distance Education • Previous Coordinator of the Doctor of Education (EdD) • On original Steering Committee for Mahara • On several executive committees (ACiLiTE, DEANZ, DEHub,) • On several journal editorial boards ( Research in Learning Technology, Journal of Further and Higher Education, etc) • Current Horizon Report Board Member • Recipient of National Award for Sustained Excellence in Tertiary Teaching • Try to share some of my musings in “Pass the SoLT” [email_address] About Mark
    3. 3. http://tinyurl.com/solt-mbrown About Mark
    4. 4. LMS VLE Stream at Massey “ To provide an exceptional and distinctive experience for all students through a rich digital learning culture.”
    5. 5. MyPortfolio - Their place Stream - Our place Stream at Massey
    6. 6. Spot the Minister! Mahara is Award Winning
    7. 7. If ePortfolios are the Solution, then what is the Problem?
    8. 8. <ul><li>The ‘traditional’ learner </li></ul><ul><ul><li>• Pre-school </li></ul></ul><ul><ul><li>• Primary </li></ul></ul><ul><ul><li>• Secondary </li></ul></ul><ul><ul><li>• Tertiary Education </li></ul></ul><ul><ul><li>• Work </li></ul></ul><ul><ul><li>• Course </li></ul></ul><ul><ul><li>• Work </li></ul></ul><ul><ul><li>• Course </li></ul></ul>If ePortfolios are the Solution, then what is the Problem?
    9. 9. Tertiary education is all we focus on for approximatelty 4 out of 80 years? That is, 5% of lifelong! What % of all learning opportunities do we cover with our focus on formal tertiary education? <ul><li>The ‘traditional’ learner </li></ul><ul><ul><li>• Pre-school </li></ul></ul><ul><ul><li>• Primary </li></ul></ul><ul><ul><li>• Secondary </li></ul></ul><ul><ul><li>• Tertiary Education </li></ul></ul><ul><ul><li>• Work </li></ul></ul><ul><ul><li>• Course </li></ul></ul><ul><ul><li>• Work </li></ul></ul><ul><ul><li>• Course </li></ul></ul>If ePortfolios are the Solution, then what is the Problem?
    10. 10. If ePortfolios are the Solution, then what is the Problem?
    11. 11. If ePortfolios are the Solution, then what is the Problem?
    12. 12. There is a growing gap between how we learn informally and the way we design and offer formal learning. What does all this mean? If ePortfolios are the Solution, then what is the Problem?
    13. 13. 1. About Mahara 2. A Case Study in Practice 3. Thinking Strategically about Blended Learning If ePortfolios are the Solution, then what is the Problem?
    14. 14. While ePortfolios have tremendous potential their successful implementation in tertiary education is another matter. We may damage the mission of promoting life-long learning by restricting our thinking to formal institutional learning. If ePortfolios are the Solution, then what is the Problem? Central message…
    15. 15. 1. About Mahara
    16. 16. <ul><li>• Open source eportfolio - 2007 </li></ul><ul><li>• Mahara ( Te Reo Māori for ‘think’ or ‘thought’) </li></ul><ul><li>• Funded by New Zealand Government ($700,000) </li></ul><ul><li>• Collaborative project led by Massey University </li></ul><ul><li>• Learner ownership was the key driver and principle </li></ul><ul><li>• Huge level of interest and significant international uptake </li></ul><ul><li>• Designed to provide an environment for critical reflection and life-long learning </li></ul>1. About Mahara
    17. 17. A bit about eportfolios… <ul><li>Wealth of literature supporting the use of eportfolios in education </li></ul><ul><li>An eportfolio is an online collection of digital artifacts and reflections (e.g., images, lesson plans, assignments, feedback reports, etc) </li></ul><ul><li>Provides more authentic and arguably valid evidence of learning </li></ul><ul><li>Three main uses or categories of eportfolio: </li></ul><ul><ul><li>Development </li></ul></ul><ul><ul><li>Institutional </li></ul></ul><ul><ul><li>Showcase </li></ul></ul>1. About Mahara
    18. 18. <ul><li>Mahara is based on an Artefacts, Views and Access framework </li></ul><ul><li>Views are a collection of any number of artefacts that exist in a student’s portfolio </li></ul><ul><li>Students can create any number of ‘views’ and assign view access to any number of individuals, groups and/or communities as they wish </li></ul>Basic Framework… 1. About Mahara
    19. 19. <ul><li>A representation of the framework… </li></ul>1. About Mahara
    20. 20. <ul><li>For example… </li></ul>1. About Mahara
    21. 21. Unlimited Views 1. About Mahara
    22. 22. Development view… 1. About Mahara
    23. 23. Institutional view… 1. About Mahara
    24. 24. Showcase view… 1. About Mahara
    25. 25. 1. About Mahara
    26. 26. www.mahara.org Collect, Reflect, Select, Connect, Share 1. About Mahara
    27. 27. 2. Case Study in Practice
    28. 28. A Massey example… 2. Case Study in Practice “ Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers.
    29. 29. “ Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves” (Chickering & Gamson, 1987). 2. Case Study in Practice A Massey example…
    30. 30. An example from initial teacher education… 2. Case Study in Practice
    31. 31. Structural Framework Three Interdisciplinary Strands Context Content Professional Practice
    32. 32. ICT Inclusion Biculturalism Three Integrating Themes Structural Framework Context Content Professional Practice
    33. 33. ICT Inclusion Biculturalism Learning to be Learning to do Learning to know Learning to live together Context Content Professional Practice
    34. 34. Context Content ICT Inclusion Biculturalism Professional Practice Learning to be Learning to do Learning to Change Learning to know Learning to live together
    35. 35. <ul><li>Anchored around core questions… </li></ul>• What does it mean to be a teacher in a diverse but inclusive society? • What do students need to do to become literate citizens in a socially just democracy? • What do students need to know in an uncertain world needing to address future sustainability? • What does it mean to live in Aotearoa/New Zealand in today’s globalized world? • How can teachers help to change the education system to make it fair and socially just for all? 2. Case Study in Practice
    36. 36. Graduate Profile… 2. Case Study in Practice
    37. 37. Personalised life-long learning, augmented by eportfolios, must be rooted within a system-wide digital learning culture We have learnt that… 2. Case Study in Practice
    38. 38. 3. Thinking Strategically About Blended Learning
    39. 39. Moodle/Mahara is not just an online environment but the catalyst for a new strategic direction which gives the opportunity to rethink, redesign and future-proof your curriculum/institution. 3. Thinking Strategically About Blended Learning
    40. 40. Future Maker Future Taker Moodle/Mahara is not just an online environment but the catalyst for a new strategic direction which gives the opportunity to rethink, redesign and future-proof your curriculum/institution. 3. Thinking Strategically About Blended Learning
    41. 41. 3. Thinking Strategically About Blended Learning
    42. 42. 3. Thinking Strategically About Blended Learning
    43. 43. <ul><li>To enhance outcomes for learners through a consistent, coherent and digitally enriched educational experience </li></ul><ul><li>To support staff to effectively and purposefully integrate Stream in papers and programmes </li></ul><ul><li>To enhance the features and infrastructure of Stream and related educational technologies to meet future teaching and learning requirements </li></ul><ul><li>To improve the quality and effectiveness of teaching through appropriate learning designs, templates and review systems </li></ul><ul><li>To enhance learner engagement by extending the range and quality of student services available through technology </li></ul><ul><li>To enhance the level of awareness, coordination and understanding of strategic initiatives in blended and distance education </li></ul><ul><li>To foster opportunities for research and scholarly engagement on the impact of blended and distance education </li></ul><ul><li>To develop capacity and capability for internationalisation through appropriate blended and distance delivery systems </li></ul>3. Thinking Strategically About Blended Learning
    44. 44. Places Tools Learner-Content Interaction Learner-learner Interaction Spaces Teacher-Learner Interaction eLearning Interactions 1. What is eLearning? What we do… 3. Thinking Strategically About Blended Learning
    45. 45. Learning by sharing (Connectivist) Learning by listening (Instructionist) Learning by doing (Constructivist) Learning by making (Constructionist) Still has a role but… How we do it… 3. Thinking Strategically About Blended Learning
    46. 46. Acquisition Participation Roots metaphors… (Brown, 2011) (Sfard, 1998) 3. Thinking Strategically About Blended Learning
    47. 47. Physical Virtual Acquisition Participation (Brown, 2011) (Sfard, 1998) Roots metaphors… 3. Thinking Strategically About Blended Learning
    48. 48. Synchronous Asynchronous Acquisition Participation (Brown, 2011) (Sfard, 1998) Roots metaphors… 3. Thinking Strategically About Blended Learning
    49. 49. Synchronous Asynchronous Acquisition Participation Discussion Fora Lecture Capture Connect Clinic Connect Webinar Adobe Presenter Wikis ePortfolio Online Readings Video Streaming Online Chat Video Conferencing (Brown, 2011) Real-time Test (Sfard, 1998) Stream ecology… 3. Thinking Strategically About Blended Learning
    50. 50. Tertiary Intervention What do we do for failing students Secondary Intervention What do we do for at-risk students? Targeted/Selective Primary Intervention What do we do for targeted groups of students? General/Primary Intervention What do we do for all students? Intervention Pyramid Adapted from Wilson (2009) 3. Thinking Strategically About Blended Learning
    51. 51. Support and Intervention Framework INTERVENTIONS Student Lifecycle 3. Thinking Strategically About Blended Learning
    52. 52. <ul><li>Self directed exercises </li></ul><ul><ul><li>Literacy/numeracy exercises </li></ul></ul><ul><ul><li>Is distance learning for me? Quiz </li></ul></ul>Thinking About Study - ‘Online preparation tools’ 3. Thinking Strategically About Blended Learning
    53. 53. <ul><li>Thinking About Study - ‘Work/Study/Life Calculator’ </li></ul>3. Thinking Strategically About Blended Learning
    54. 54. Making Choices - ‘ Online course previews’ 3. Thinking Strategically About Blended Learning
    55. 55. First Few Weeks - ‘ Online orientation course’ 3. Thinking Strategically About Blended Learning
    56. 56. Conclusion
    57. 57. <ul><ul><ul><li>“ I think blended learning will never go away... and for some courses, some contexts, a blend which is 90 per cent conventional and 10 per cent digital is probably right and you’d get the reverse for other kinds of course. </li></ul></ul></ul>Conclusion
    58. 58. <ul><ul><ul><li>“ I think blended learning will never go away... and for some courses, some contexts, a blend which is 90 per cent conventional and 10 per cent digital is probably right and you’d get the reverse for other kinds of course. </li></ul></ul></ul><ul><ul><ul><li>So it’s entirely up to the particular context what kind of blend you have and we’ve just got to get practised at being able to find the right blend for the right course and context ” </li></ul></ul></ul><ul><ul><ul><li> (Diana Laurillard; cited in Joint Information Systems Committee, 2009, p.46). </li></ul></ul></ul>Conclusion
    59. 59. Unfreezing an institutional culture is only the tip of the challenge. You need vision, strong leadership, a steadfast compass and unified crew to navigate from rhetoric to reality - with impact . Conclusion
    60. 60. “ A prudent question is one-half of wisdom. ” Francis Bacon Questions [email_address] http://www.slideshare.net/mbrownz/

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