Ed media 2010_eportfolios

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Use of eportfolios at the course/degree level

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Ed media 2010_eportfolios

  1. 1. Starting with the End in Sight: First Year Outcomes of a Course- Embedded e-portfolio Jenni Munday & Mike Keppell Murray School of Education The Flexible Learning Institute Charles Sturt University Friday, 2 July 2010
  2. 2. Overview ❖ Thinking space - FLI Fellowship ❖ Types and purposes of e-portfolios ❖ Triple loop of learning ❖ Course/degree-based embedding ❖ Designing for different purposes across year levels ❖ First year implementation ❖ Types of tools considered ❖ Pebblepad Walkabout ❖ Second year implementation Friday, 2 July 2010
  3. 3. Providing thinking space ❖ The Teaching Fellowship Scheme provides a 50% release from regular duties over a 12 month period. ❖ Aims: The support and encouragement of the development of potential leaders across multiple levels and multiple areas of the university in line with the principles of distributive leadership. Friday, 2 July 2010
  4. 4. Providing thinking space ❖ The facilitation of collaborative professional relationships between the Flexible Learning Institute and the various schools and faculties and the strengthening of collaborative bonds between the schools themselves. ❖ The proactive development of course and subject relevant blended learning systems at the university. ❖ The specific promotion and facilitation of CSU Interact (inhouse LMS) as a pivotal teaching and learning hub. Friday, 2 July 2010
  5. 5. Types and purposes of eportfolios ❖ Assessment - formative and summative, learning-oriented, feed-forward ❖ Showcase ‘best’ work to peers, teachers, potential employers ❖ Development over time to show changes in thinking. They also provide a ‘snapshot’ of capability at a certain time. ❖ Reflective - personal and professional, critical/analytical as opposed to descriptive ❖ Stefani, Mason & Pegler (2007) Friday, 2 July 2010
  6. 6. Course/degree embedding of eportfolios ❖ Why course-based embedding was chosen as opposed to activity or subject embedding. ❖ Different purposes of eportfoilos at different year levels ❖ 1st year - development/showcase/assessment ❖ 2nd year - reflection/assessment ❖ 3rd year - development - self-directed ❖ 4th year - showcase and leadership Friday, 2 July 2010
  7. 7. First year includes ❖ Reflection on Graduate Attributes, and what they brought to University study ❖ Learning Contract: filling the perceived gaps – self- directed learning ❖ Course outcomes – reflection on how 1st semester study made steps towards achievement. Friday, 2 July 2010
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  13. 13. Pebblepad Walkabout h"ps://epor*olio.csu.edu.au/pebblepad/ webfolio.aspx?webfolioid=176512 Friday, 2 July 2010
  14. 14. Adding professional experience to the portfolio Friday, 2 July 2010
  15. 15. Including artefacts Friday, 2 July 2010
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  17. 17. Conclusion ❖ Strength of the approach - focussed at the course level ❖ Different types of eportfolios have been used at strategic points of the course ❖ Academics gain insight into student learning throughout the course ❖ Teaching profession value and appreciate the student eportfolio ❖ Students engage and value the eportfolio for their current learning and into the future Friday, 2 July 2010
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