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Hellenic Teachers’ Life-Long Learning Skills Validation via Interactive ePortfolios A Theoretical Proposition Niki Lambrop...
AGENDA <ul><li>The Need for Skills Validation </li></ul><ul><li>The Project  </li></ul><ul><li>Pedagogical outcome: Valida...
The Need for Skills Validation <ul><li>European Report for the World in 2025” (2009) </li></ul><ul><ul><li>Major changes i...
The Project  <ul><li>Reforms in the Greek education system  </li></ul><ul><ul><li>Support is absent  </li></ul></ul><ul><u...
Pedagogical outcome:  Validation skills framework  <ul><li>Phase I:  Detect, identify, codify and present pedagogical fram...
Research outcome:  Innovation E-research  <ul><li>Diverse and multidisciplinary techniques </li></ul><ul><ul><li>Qualitati...
Technological outcome:  Interactive ePortfolio  <ul><li>ePortfolios have now extensive used as a reflection of a person un...
Mahara in Moodle <ul><li>Mahara supports interactivity via </li></ul><ul><ul><li>Social media </li></ul></ul><ul><ul><li>M...
Open Innovation: HCI@Intelligenesis <ul><li>Context & Learning Values - Hypothesis </li></ul><ul><li>(Iterative) Design – ...
E-Learning Tools 2005-9: Visualisation Interaction Tools (Social Network Analysis ) 2004-8:  HySynTag (Argumentation Tags)...
Hybrid Synergy <ul><li>Hybrid Synergy  is another technique developed specifically for e-meetings. The members can use a d...
Hybrid Synergy analytical framework
HySynTag Tool in Moodle <ul><li>HySynTag </li></ul><ul><li>http://books.google.com   </li></ul>
Conclusions - Expected results  <ul><li>Work towards the Greek crisis </li></ul><ul><ul><li>Identify sustainable solutions...
Thank you for your attention!! <ul><li>Niki Lambropoulos  </li></ul><ul><li>[email_address]  &  [email_address]   </li></u...
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Hellenic Teachers’ Life-Long Learning Skills Validation via Interactive ePortfolios

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Presentation at Savoy from the European E-Portfolios, Savoy, July 2010

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  • a) the expression of best, effective pedagogical practices; (b) the revelation of contradictions and opposing views; (c) the identification of the most important obstacles and mistakes in educational practice; and (d) identification of the most effective learning conditions and resources.
  • Transcript of "Hellenic Teachers’ Life-Long Learning Skills Validation via Interactive ePortfolios"

    1. 1. Hellenic Teachers’ Life-Long Learning Skills Validation via Interactive ePortfolios A Theoretical Proposition Niki Lambropoulos PhD Intelligenesis R&D Marianna Vivitsou PhD Student University of Helsinki Intelligenesis.EU
    2. 2. AGENDA <ul><li>The Need for Skills Validation </li></ul><ul><li>The Project </li></ul><ul><li>Pedagogical outcome: Validation skills framework </li></ul><ul><li>Research outcome: Innovation E-research </li></ul><ul><li>Technological outcome: Interactive ePortfolio </li></ul><ul><li>Open Innovation: New Tools </li></ul><ul><li>Conclusions - Expected results </li></ul>
    3. 3. The Need for Skills Validation <ul><li>European Report for the World in 2025” (2009) </li></ul><ul><ul><li>Major changes in education & employment </li></ul></ul><ul><li>Communities of Practice (CoP) (Lave & Wenger, 1991) </li></ul><ul><ul><li>Acquisition of knowledge & skills is vital for professional communities </li></ul></ul><ul><ul><li>Peripheral to core participation </li></ul></ul><ul><ul><li>Apprenticeship </li></ul></ul><ul><ul><ul><li>Skills development </li></ul></ul></ul><ul><li>Examples </li></ul><ul><ul><li>US Community Colleges </li></ul></ul><ul><ul><li>British Learning and SKills Council </li></ul></ul>
    4. 4. The Project <ul><li>Reforms in the Greek education system </li></ul><ul><ul><li>Support is absent </li></ul></ul><ul><ul><li>Inadequate performance </li></ul></ul><ul><ul><li>Confusion </li></ul></ul><ul><li>Our solutions </li></ul><ul><ul><li>CoP: Hellenes Educators community </li></ul></ul><ul><ul><li>Technical: E-portfolio </li></ul></ul><ul><ul><ul><li>Interactive tools for measuring performance </li></ul></ul></ul><ul><ul><li>Frameworks for LLL development </li></ul></ul><ul><ul><ul><li>Reflection in Practice </li></ul></ul></ul><ul><ul><ul><li>Current pedagogical approaches </li></ul></ul></ul>
    5. 5. Pedagogical outcome: Validation skills framework <ul><li>Phase I: Detect, identify, codify and present pedagogical frameworks. </li></ul><ul><li>Phase II: Identify associated pedagogical frameworks in current literature. </li></ul><ul><li>Phase III: Link emerged and theoretical pedagogical frameworks. </li></ul><ul><li>Phase IV: Compare, combine, classify and evaluate frameworks-in-action (intervention). </li></ul><ul><li>Phase V: Create the validation skills framework </li></ul><ul><li>(Argyris and colleagues research on Reflection in Action) </li></ul>
    6. 6. Research outcome: Innovation E-research <ul><li>Diverse and multidisciplinary techniques </li></ul><ul><ul><li>Qualitative </li></ul></ul><ul><ul><li>Quantitative & thematic analysis </li></ul></ul><ul><ul><li>Quantified qualitative analysis </li></ul></ul><ul><li>Time-related eResearch (Daniel, 2007; Kirschner & Lai, 2007, Romero, 2010) </li></ul><ul><li>Ethnotechnology </li></ul><ul><li>Algorithms </li></ul><ul><ul><li>Quantified qualitative analysis </li></ul></ul><ul><ul><ul><li>Random frequency </li></ul></ul></ul><ul><ul><ul><li>Specific frameworks frequency </li></ul></ul></ul><ul><li>Time series design for coordination </li></ul>
    7. 7. Technological outcome: Interactive ePortfolio <ul><li>ePortfolios have now extensive used as a reflection of a person undergoing continuous personal development (Barrett, 2010) </li></ul><ul><li>JISC (2009): an e-portfolio is a collection of applications and services that work together to support learning and training. </li></ul><ul><li>Personal digital archive containing personal information, records of achievement and artefacts, transcript-type data supplied from official institutional transcripts, and information on the people and organisations to which the owner has granted access </li></ul>
    8. 8. Mahara in Moodle <ul><li>Mahara supports interactivity via </li></ul><ul><ul><li>Social media </li></ul></ul><ul><ul><li>Multiple views user generated context </li></ul></ul><ul><ul><li>Comments </li></ul></ul><ul><ul><li>Blogs </li></ul></ul><ul><ul><li>Watchlists </li></ul></ul><ul><li>New CSCeL tools </li></ul><ul><ul><li>HybridSynergyTag Tool </li></ul></ul><ul><ul><li>SNA </li></ul></ul><ul><ul><li>Avatars </li></ul></ul>Mahara Structure
    9. 9. Open Innovation: HCI@Intelligenesis <ul><li>Context & Learning Values - Hypothesis </li></ul><ul><li>(Iterative) Design – Requirements </li></ul><ul><li>Evaluation with user groups/experts </li></ul><ul><li>Development </li></ul><ul><li>Evaluation with user groups </li></ul><ul><li>Re-Design & Development </li></ul><ul><li>Study & Research - Tool Release </li></ul>1CH 2DR 3E 4D 5E 6D 7RTR
    10. 10. E-Learning Tools 2005-9: Visualisation Interaction Tools (Social Network Analysis ) 2004-8: HySynTag (Argumentation Tags) 2007-8: Graphs & Avatars Participation Levels – Participation Eyeball Participation Avatars
    11. 11. Hybrid Synergy <ul><li>Hybrid Synergy is another technique developed specifically for e-meetings. The members can use a discussion tool and tag their postings. This tagging is a non-linear structure with the following attributes: </li></ul><ul><li>information and data </li></ul><ul><li>emotions and social cues </li></ul><ul><li>creativity and exploration </li></ul><ul><li>evaluation and assessment </li></ul><ul><li>overviews and assignments </li></ul>CSCW-CSCL (Lambropoulos et al., 2008)
    12. 12. Hybrid Synergy analytical framework
    13. 13. HySynTag Tool in Moodle <ul><li>HySynTag </li></ul><ul><li>http://books.google.com </li></ul>
    14. 14. Conclusions - Expected results <ul><li>Work towards the Greek crisis </li></ul><ul><ul><li>Identify sustainable solutions </li></ul></ul><ul><li>Presentation of learner achievements to educational establishments or employers </li></ul><ul><li>Utilities to facilitate the application process </li></ul><ul><li>CoP Skills development from a LLL perspective </li></ul><ul><li>CoP self-evaluation, autonomy and accountability </li></ul><ul><li>Accountability (Wenger, 2010) </li></ul><ul><ul><li>Horizontal: between teachers </li></ul></ul><ul><ul><li>Vertical: between teachers and decision makers). </li></ul></ul><ul><ul><li>45 degrees: Individuals as key as information brokers </li></ul></ul>
    15. 15. Thank you for your attention!! <ul><li>Niki Lambropoulos </li></ul><ul><li>[email_address] & [email_address] </li></ul><ul><li>Intelligenesis Ltd R&D </li></ul><ul><li>http://intelligenesis.eu </li></ul><ul><li>Marianna Vivitsou </li></ul><ul><li>[email_address] </li></ul>
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