Story Telling<br />Electronic portfolios<br />Durable Learning<br />
Contents<br />Introduction<br />Rationale<br />Research questions<br />Limitations<br />Portfolios<br />Methodology<br />D...
Introduction<br />School<br />	-Rural – serves several small communities and 		native reserves.<br />-Small – declining po...
Rationale<br />Teachers –	accountability vs. student 	  	        		engagement.<br />Students – disengaged, few opportuniti...
Research Questions<br />Can electronic portfolios support the teacher’s need for assessment  and the student’s need for de...
Limitations<br />One class – Comparative Civilizations 11/12<br />Single Teacher – limited experience with technology 		  ...
Portfolios<br /><ul><li>Education Portfolios</li></ul>- support student learning.<br />	- storing work complete and incomp...
Portfolios<br />One portfolio may not adequately fulfill all these requirements. <br />Literature (Barrett, 2007; Carney, ...
My system<br /><ul><li>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.</li></li></ul><li>Mixed-Methods Methodology<br />Quantitative s...
Data Analysis<br />Sample: 12 students (convenience sample; 10 females and 2 males)<br />Interviews:  six semi-randomly ch...
Themes<br />	Technology<br />	Deep Learning<br />	Organization<br />	Motivation<br />	Assessment<br />	Buy-in<br />
Discussion of Data<br />Can electronic portfolios support the teacher’s need for assessment  and the student’s need for de...
Technology<br />Advantages tend to be student centered and disadvantages tend to be teacher centered (Montgomery & Wiley, ...
Technology<br />Qualitative Data<br />Significant advantages<br /><ul><li>making changes to work </li></ul>	“I like that I...
Technology<br />Barrett (2007) stated that there are unique challenges facing the single teacher.<br />Disadvantages:<br /...
Providing a method for reliable storage of student work.</li></ul>I wrote “I am frustrated… the lack of technological 	sup...
Deep Learning <br />Literature (Barrett, 2007; Brown, 2002; Wetzel & Strudler, 2006) suggests electronic portfolios can su...
Deep Learning<br />Quantitative data<br />Midterm and Final questionnaires (4)<br />- demonstrate strengths<br />		Midterm...
Deep Learning <br />Qualitative Data <br />Barrett (2007) defined deep learning as being metacognitive.  Students begin to...
Deep learning<br />Early reflections<br />“ I liked the colour choice I made in this project 	and my use of pictures to su...
Deep Learning<br />Later reflections<br />	“ …I…realize now that a powerpoint 	presentations would have been a better way ...
Deep Learning<br />Barrett (2007) suggested there is a dual learning curve.<br />- learn how to use technology to build 	p...
Organization<br />Two levels<br />1. system to store assignments<br />2. system to keep assignments themselves 	organized....
Qualitative Data<br />- problems with organization in the beginning<br />Initial significant problems<br />- lost work<br ...
Cluttered work<br />- special effects available in 	Microsoft 	PowerPoint and Word 	cluttered assignments.<br />	I wrote “...
Motivation<br />Quantitative Data – median response was 4:<br />Electronic portfolios have helped me remain interested in ...
Motivation<br />Qualitative<br />Initial reflective journal and interviews<br />- students arrived to class on time<br />-...
Motivation<br />Novelty effect<br />New technology – perceived as exciting, favourable alternative<br />Perceptions shift ...
Assessment<br />Can electronic portfolios support both assessment and deep learning?<br />Summative Assessment<br />- Nece...
Assessment<br />Summative<br />- used to support learning.<br />- assessed assignments stored in portfolios and referred b...
Assessment<br />Formative <br />- dialogue between teacher and students.<br />- reflection<br />- self – assessment<br />-...
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Defence

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Defence

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

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