Transcript of "Thinking about implementing e-portfolio in education"
Starting to think about ePortfoliosPrepared for School of Nursing Bronwyn Hegarty and Sarah Stewart 2012
Overview of what is coveredWhat do you want to get out of this session?What are the different types of ePortfolioExamplesDefinitions – reflection, reflective learning, etc.Critical thinking overviewDesigning tasks for a portfolioBarrett’s Five-stage modelWhere to from here?
Why use ePortfolios?• Increases engagement – “the engaged learner, one who records and interprets and evaluates his or her own learning, is the best learner” (Yancey 2001b, p. 83).• Provides constructivist learning and active learning, develops metacognition and deeper learning (Dibiase, 2002).• Develops digital information literacy skills (Lorenzo & Ittelson, 2005).• Prepares student for professional practice
Student portfolios Types of portfolios•Learning - evidence of learning, personalgrowth, planning and monitoring learning•Assessment – collection of work which isassessed•Showcase (Professional) - competencies forpractice and APC, and presentation toemployers
The Learning Portfolio – what is it?• A record of the learning process - reflections, goals• A personalised learning space which the student controls• An evidence repository – achievements, learning• A medium for encouraging: – Engagement and deeper learning – active, experiential – Critical thinking and reflective learning – Metacognition – awareness of knowledge and experiences, goals, actions, monitoring or self-regulation (Flavell, 1998) – Formative feedback – Development of community of practice
Benefits for learningA learning portfolio can encourage deep learning throughreflection, reflective learning and critical thinking, and provideevidence of professional learning and reflective practice.Example: http://sarahstewart-eportfolio.wikispaces.com/
Assessment ePortfolio• Present specific pieces of work for assessment, maybe at the end of a course , year or program.• What do you want to assess – the process of learning or outcomes of learning?• Need to think about how you will assess ie marking rubric
Benefits of an Assessment ePortfolio• Easily stored, accessible and edited• Facilitates different modes of technology and assessment• Facilitates group work• Increases student motivationExample: http://www.eportfolio.lagcc.cuny.edu/scholars/doc_fa07
Showcase (Professional)• Student/professional may pick and choose what she displays according to the purpose of the ePortfolio
Benefits• Facilitates different approach to presentation• Easily accessible and stored• Supports use of different mediaExample:http://cml.weebly.com/index.htmlhttp://www-personal.umich.edu/~cheem/index.htmlhttp://www.nzno.org.nz/membership/member_tools/professional_portfoliohttp://www.linkedin.com/in/sarahmargaretstewart
What goes in the ePortfolio?• Collection of artefacts (evidence)• Reflections• Assignments• Cases• Articles – annotations• Goals for learning• Achievements in subjects
More Exampleshttp://www.epsilen.com/MyPortal/Public/Home.aspx?prefixVirginia Tech gallery :http://eportfolio.vt.edu/gallery.htmlhttps://scholar.vt.edu/access/content/group/97b91a99-725(Work Showcase link)http://sites.helenbarrett.net/portfolio/
Definition of reflectionReflection is deliberate and mindful thinking about one’sexperiences and the self-evaluation of feelings, decisions,understandings and actions, which may lead to development ofprofessional learning for professional practice (based on: Boud &Walker, 1990; Boud et al., 1985; Rodgers, 2002b; Tremmel,1993). (Hegarty, 2011.)
Reflective learningUsed as a process for understanding new material while alsomaking connections to existing knowledge (Boud, Keogh &Walker, 1985; Moon, 2004).Reflective questions to stimulate inquiry about learning.•What did I learn?•How did I learn?•Why did I learn?•What will I do with my learning?•What are my goals and actions for learning?
Core Critical Thinking SkillsTo use CT as a tool of inquiry, the following skills are needed:•Interpretation•Analysis•Inference•Evaluation•Explanation•Self-regulation(Facione, 2011)
DefinitionsProfessional learning: Learning which has relevance toprofessional practice and occurs when new knowledge andunderstanding, skills and insights are gained and may lead to theachievement of professional goalsReflective Practice: A process associated with professionallearning, which includes effective reflection and thedevelopment of metacognition, and leads to decisions foraction, learning, achievement of goals and changes toimmediate and future practice.(Hegarty, 2011.)
Designing activities for an ePortfolio• What type of activities are you already using which could transfer to an ePortfolio?• What are you expecting students’ to demonstrate?• Categorise the learning you would like them to engage in - mastery, engagement, deeper learning, experiential learning, critical thinking, reflective learning, metacognition, achievement etc.
Designing new tasks for a portfolio• What will they look like? Reflection Documentation/ Collaboration/ Evidence Mentoring5. What kinds of reflective questions would you ask students to address?6. What kinds of evidence would be most useful?7. How would you engage students in collaboration and mentoring in the process?
Designing ePortfolio assessments• What type of assessments are you already using which could transfer to an ePortfolio?• How would you develop assessment criteria?• How would you support the student?
Thinking about Showcase (Professional) ePortfolio• How would you scaffold students into this?• What are the professional issues in relation to APC?• What is the thinking at a professional level about portfolio, competency demonstration and moving into an electronic (online) environment?
Barrett’s Five-stage model1. Define portfolio context and goals;2. Working portfolio - content and evidence, standards to be demonstrated;3. Reflective portfolio - record of self-reflection, goal-setting;4. Connected portfolio - organization of digital content using hypertext links;5. Presentation portfolio - storage and presentation medium e.g. server, CDRom (Barrett, 2000).
Factors to consider• Purpose• Audience – feedback, community of practice• Content – evidence, reflection• Location – open web (blog and wiki), Google Sites, platform (Mahara, Pebblepad.• Formats – text, images, video, audio• Security and professionalism• Portability• Digital literacy – students and teachers
Portfolio platformsGoogle sites template for building eportfolios:https://sites.google.com/a/pdx.edu/sample-student-eportfolio/Homehttps://sites.google.com/site/bronlearningportfolio/Mahara - http://mahara.org/about/eportfoliosMahara Otago Polytechnic - https://mahara.op.ac.nz/Pebblepad - http://www.pebblepad.co.uk/Blogger – http://www.blogger.comWiki – http://www.wikispaces.comMoodle
SummaryIdeally, portfolios are student-centred, student-owned and located on accessible platforms thatthe students can continue to use long after theircourse of study is completed.
Where to from here?Teachers who keep a professional portfolio of their learning andpractice experiences have an advantage. They are better placedto support students with their portfolios.Teachers who develop skills in creating an electronic portfoliocan guide students more confidently.
Examples and references we used can be found in the FlexibleLearning Guidebook References section located at:http://tinyurl.com/74x5p67Authentic assessment Toolbox –http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm
Resources• Sarah Stewart’s ePortfolio “musings”: http://sarah-stewart.blogspot.co.nz/search/label/ePortfo• Eportfolio Community of Practice: https://groups.google.com/forum/?fromgroups#!f• More ePortfolio examples: http://www.scoop.it/t/eportfolios-examples
References• Barrett, H. (2000). Electronic Teaching Portfolios: Multimedia Skills + Portfolio Development = Powerful Professional Development. In D. Willis, J. Price & J. Willis (Eds), Proceedings of Society for Information Technology & Teacher Education International Conference 2000 (pp. 1111-1116). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/15787• Boud, D., Keogh, R., & Walker, D. (1985). Promoting reflection in learning: a model. In D. Boud, R. Keogh, & D. Walker (Eds.), Reflection: turning experience into learning (pp. 18-40). London: Kogan Page.• DiBiase, D. et al. (2002) . Using e-Portfolios at Penn State to Enhance Student Learning Status, Prospects, and Strategies. Penn State University. https://www.e-education.psu.edu/files/e-port_report.pdf• Facione, P.A. (2011). Critical thinking: What is it and why it counts. California:Insight Assessment – a Division of California Press. Retrieved from http://www.insightassessment.com/• Hegarty, B. (2011). A Framework to Guide Professional Learning and Reflective Practice. Doctoral thesis. NSW: University of Wollongong.• Lorenzo, G. & Ittelson, J. (2005). An overview of e-Portfolios. ELI Paper 1, Educause. Retrieved from http://net.educause.edu/ir/library/pdf/ELI3001.pdf• Moon, J. (2004). A handbook of reflective and experiential learning: theory and practice. New York: RoutledgeFalmer.• Yancey, Kathleen Blake (2001) General Patterns and the Future. In Barbara Cambridge and others (Eds), Electronic Portfolios: Emerging Practices in Student, Faculty, and Institutional Learning. Washington, DC: American Association of Higher Education, 83-87.• Zubizarreta, J. (2005). The learning portfolio: Reflective practice for improving student learning. South Carolina, USA: Columbia College.
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