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Defence Defence Presentation Transcript

  • Story Telling
    Electronic portfolios
    Durable Learning
  • Contents
    Research questions
    Discussion of Findings
    Summary and Implications
  • Introduction
    -Rural – serves several small communities and native reserves.
    -Small – declining population.
    -Students – predominately first nations – Gitxsan and Wet’suwet’en.
    View slide
  • Rationale
    Teachers – accountability vs. student engagement.
    Students – disengaged, few opportunities for sharing their successes.
    Post Secondary institutions
    View slide
  • Research Questions
    Can electronic portfolios support the teacher’s need for assessment and the student’s need for deep learning?
    - What are the benefits to using electronic portfolios?
    - What are the disadvantages to using electronic portfolios?
    - Do the benefits outweigh the disadvantages?
  • Limitations
    One class – Comparative Civilizations 11/12
    Single Teacher – limited experience with technology and portfolios.
    - no community of support (Barrett, 2007)
    Microsoft PowerPoint – program to build portfolios
  • Portfolios
    • Education Portfolios
    - support student learning.
    - storing work complete and incomplete
    - reflection on learning
    - sharing reflections
    - support assessment of student work
    - support showcasing student work
  • Portfolios
    One portfolio may not adequately fulfill all these requirements.
    Literature (Barrett, 2007; Carney, 2004; Tosh, Light, Flemming, & Heywood,2005) suggested a system of portfolios.
  • My system
    • Modeled after one suggested by Barrett (2007)
    • A working portfolio
    • Contained student work
    • Completed work was assessed by me and the students using rubrics and reflected on by students
    • A showcase portfolio
    • Students selected examples of their best work to showcase.
  • Mixed-Methods Methodology
    Quantitative supported Qualitative
    Qualitative: Reflective journal and interviews
    - contribute to education setting at school.
    Quantitative: a five-point Likert Scale (1 strongly disagree – 5 strongly agree).
    - ordinal data
    - median scores were taken
  • Data Analysis
    Sample: 12 students (convenience sample; 10 females and 2 males)
    Interviews: six semi-randomly chosen students.
    Questionnaires: written responses from 12 students and reflections (contained within individual artifacts)
    Analysis: using Nvivo and identified six themes
  • Themes
    Deep Learning
  • Discussion of Data
    Can electronic portfolios support the teacher’s need for assessment and the student’s need for deep learning?
    - what are the benefits of electronic portfolios?
    - what are the disadvantages to using electronic portfolios?
    -do the benefits outweigh the disadvantages?
  • Technology
    Advantages tend to be student centered and disadvantages tend to be teacher centered (Montgomery & Wiley, 2004)
    Quantitative Data
    Midterm: strong agreement (5). Final (4.5) that
    – electronic portfolios improved ability to use technology.
    Midterm and Final (4)
    - electronic portfolios allowed students to make changes to their work.
  • Technology
    Qualitative Data
    Significant advantages
    • making changes to work
    “I like that I can talk with you (the teacher) about how to make my work better and then make the changes quickly and easily.” (student written response)
  • Technology
    Barrett (2007) stated that there are unique challenges facing the single teacher.
    - Selecting a program to build the portfolios
    • Providing access to reliable computers
    • Providing a method for reliable storage of student work.
    I wrote “I am frustrated… the lack of technological support is laughable… electronic portfolios are proving to be nothing more than technological headaches.” (Journal entry)
  • Deep Learning
    Literature (Barrett, 2007; Brown, 2002; Wetzel & Strudler, 2006) suggests electronic portfolios can support deep learning.
    - demonstrate strengths - identify areas needing improvement - setting personal learning goals - - reflection on learning
  • Deep Learning
    Quantitative data
    Midterm and Final questionnaires (4)
    - demonstrate strengths
    Midterm- 11 agreed 1 uncertain
    Final – 6 agreed, 5 uncertain, 1 disagreed
    - identify areas needing improvement
    - set personal learning goals
    -use feedback to support work
  • Deep Learning
    Qualitative Data
    Barrett (2007) defined deep learning as being metacognitive. Students begin to understand how they learn.
    Reflection plays an important role.
    - planning, monitoring, evaluating
    Avraamidou and Zembal-Saul (2002) noted reflections changed over time from descriptive to explanatory.
  • Deep learning
    Early reflections
    “ I liked the colour choice I made in this project and my use of pictures to support my written work”
    “My project is not cluttered with special effects. I used them sparingly”
  • Deep Learning
    Later reflections
    “ …I…realize now that a powerpoint presentations would have been a better way to present this rather than an essay”
    “I thought I had done a good, detailed job of discussing the similarities between the Christian Ten commandments and Buddha’s teachings…I realized rather than listing the similarities I could have discussed how these commandments could have influenced the cultures of North America and India.”
  • Deep Learning
    Barrett (2007) suggested there is a dual learning curve.
    - learn how to use technology to build portfolios
    - learn how to use portfolios to support deep learning.
    - support reflection by treating learning as stories to be shared with others (Barrett & Carney, 2004).
    - wikis and blogs may better support reflection and feedback from classmates.
  • Organization
    Two levels
    1. system to store assignments
    2. system to keep assignments themselves organized.
    Quantitative Data
    Midterm and Final Surveys
    Median response was 4 students agreed electronic portfolios helped them to take care of and keep their work organized.
  • Qualitative Data
    - problems with organization in the beginning
    Initial significant problems
    - lost work
    - cluttered work
    I wrote “ some of the portfolios were taking the shape of my students binders. Work is lost…students are wasting time looking for assignments.”
    Student commented “ I hate this. My work did not save. I lost everything.”
  • Cluttered work
    - special effects available in Microsoft PowerPoint and Word cluttered assignments.
    I wrote “It is frustrating to try to read and navigate through student work.”
  • Motivation
    Quantitative Data – median response was 4:
    Electronic portfolios have helped me remain interested in my work.
    Electronic portfolios have helped me to share my work with others.
    Median response fell from 4 to 3.5 in the final survey to:
    I will continue to use electronic portfolios.
  • Motivation
    Initial reflective journal and interviews
    - students arrived to class on time
    - asked to take thumbdrives home
    - students said they liked the portfolios
    Course end journal and interviews
    - too much time spent on portfolios
    - technology was limiting
    -would not continue to use portfolios
  • Motivation
    Novelty effect
    New technology – perceived as exciting, favourable alternative
    Perceptions shift over time influenced by perceived benefits to using the technology.
  • Assessment
    Can electronic portfolios support both assessment and deep learning?
    Summative Assessment
    - Necessary for reporting purposes
    - Provided incentive to complete portfolios
    - Squelch honest reflection (Barrett, 2005; Hicks et al, 2007)
  • Assessment
    - used to support learning.
    - assessed assignments stored in portfolios and referred back to throughout the course.
    “I liked the fact that I could look back on past assignments as examples to follow” (interview).
    Barrett and Wilkerson (2004) and Chetcuti, Murphy, and Grima (2006) suggested assessment used in this way.
  • Assessment
    - dialogue between teacher and students.
    - reflection
    - self – assessment
    - guidance
    Electronic Portfolios supported discussion that was not emotionally threatening.
  • Assessment
    Electronic portfolios supported summative assessment and made formative assessment a powerful tool for supporting student learning
  • Buy-in
    Promoting the electronic portfolios to students
    Barrett, 2005; Hicks et al. 2005 – all suggest examples of good electronic portfolios must be given.
    Qualitative data
    Students indicated in interviews that they would have liked to have seen examples of completed portfolios.
  • Summary
    Can electronic portfolios support the teacher’s need for assessment and the student’s need for deep learning?
    - what are the benefits of electronic portfolios
    - what are the disadvantages to using electronic portfolios
    -do the benefits outweigh the disadvantages?
    Assessment: minimal emotional threat
    Summative – A tool that supports learning
    Formative – very powerful tool
    Deep learning: reflection - stories to be shared.
    sharing work – wikis, blogs
  • Advantages: technological skills organization motivation learning to reflect using feedback setting learning goals
    Disadvantages: access to reliable computers single teacher develop strategies to support reflection
  • Future
    Working portfolio – on school server and discs.
    - personal example
    Showcase portfolio – Wikis
    - personal example
    Work with other departments – English/Social studies
    Reflection - what - why - how - why I chose this method - how my learning can be applied in other ways.