Using ePortfolio as Web 2.0 tool to foster reflective learning
1. Using ePortfolio as Web 2.0 toolUsing ePortfolio as Web 2.0 tool
to foster reflective learningto foster reflective learning
Slobodan Beliga, mag. inf.Slobodan Beliga, mag. inf.
sbeliga@uniri.hr
Department of Informatics, University of Rijeka
Radmile Matejčić 2, 51000 Rijeka, Croatia
http://www.inf.uniri.hr
Personal & Shared Strategies for Teachers in Web 2.0
Linz, 2013.
2. Department ofDepartment of
InformaticsInformatics,
University of Rijeka
Croatia
http://www.inf.uniri.hr
New building at University
Campus Trsat
Division of Multimedia systems and e-learning
Department of Informatics, University of Rijeka
Radmile Matejčić 2, 51000 Rijeka, Croatia
http://www.inf.uniri.hr
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IntroductionIntroduction
• web based learning management system‑
(LMS)
– integrates tools needed for all activities
performed by teachers and students
– limitation:
• used mostly by teachers to publish their course
materials
• for online testing of students' knowledge
• for forum discussions
(Sclater, 2008; Oliveira & Moreiraz, 2010)
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IntroductionIntroduction
• The new generation of LMSs
– include some Web 2.0 tools
• wiki or blog
– other popular Web 2.0 tools
• for social networking,
• collaborative writing,
• media sharing,
• social bookmarking, etc.
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greater motivation
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IntroductionIntroduction
• disadvantage of the use of Web 2.0 tools
– students' contributions are distributed all over the
web
• students create a large number of artefacts
that they share with
– teachers and
– other students who are enrolled in a specific
course
(Bubas et al., 2011; Oliveira & Moreiraz, 2010)
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IntroductionIntroduction
• ePortfolio
– integrate presentation of the students artefacts
with
– course materials published by the teachers
– promotes social networking by creating groups of
connecting students and
– forum discussions as well as reflective learning by
using blog tools as an electronic diary.
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IntroductionIntroduction
• ePortfolio
– The student’s work collected in ePortfolio could
demonstrate student’s:
• effort,
• progress and
• learning
– Teacher:
• tool for assessing student’s learning process and
outcomes
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IntroductionIntroduction
• Work-in-progress with the aim to identify
ePortfolio as:
– Web 2.0 tool that enables learning according to
reflective learning paradigm
– Supporting tool for teachers in the process of
student's assessment
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ConstructivismConstructivism
• Constructivism theory of learning
• Fundamental determinants of constructivism
– Learning is constructed
– Learning is active
– Learning is reflective
– Learning is collaborative
– Learning is based on the research
– learning is gradually developing
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http://www.youtube.com/watch?v=QaOQPac4ifk
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Reflective learning paradigmReflective learning paradigm
• Learning is reflective
– Students reflect on their own experiences.
– This process makes them experts in their own
learning.
– The teacher should create activities that lead
students to reflect on their previous knowledge
and their experience.
– It is necessary to talk about what was learned and
how it was learned.
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BackgroundBackground
• Course “Teaching Methods in Information Science”
• 10-25 senior students in the graduate program in
Computer Science major at the Department of
Informatics, University of Rijeka
• Students are future elementary and high-school teachers
• Implementing various teaching and learning approaches
to Computer Science lessons
• Using of various ICT tools in education and to the basics
of instructional design
• Blended learning model since 2004/2005
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Blended learning modelBlended learning model
• Combining f2f learning activities with online activities
using LMS
• Course activities are designed according to different
learning paradigms: behaviorism, cognitivism, and
constructivism
• Independent learning, online discussions and
problem-based learning (PBL)
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New approachNew approach
• Since 2009-2010 the innovation of existing learning
model into two directions:
– e-learning 2.0 approach: combining LMS with applications
available on the web that will enable organization of
collaborative activities,
– reflective learning that will help students to gain deeper
understanding of subject matter
• Introducing to students various open source Web 2.0
tools and other software tools for using in schools
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Features of ePortfolioFeatures of ePortfolio
• Offers technological and pedagogical shift from closed
Moodle LMS environment towards Web 2.0 tools
• Helps to integrate presentation of the students artefacts
together with the teachers course materials
• Promotes collaboration and social networking (creating
groups, sharing views, forum)
• Promotes reflective learning (blog as electronic diary)
• Supports teachers in evaluating students' work
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MaharaMahara
• Open source product
• Features like resume builder, weblog, and
social networking system for creating online
communities
• Integration with Moodle LMS
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Sharing artefactsSharing artefacts
• ePortfolio consisting of multiple views with
different combinations of artefacts
• Control over who can access the views
• Private ePortfolio group for students and
teachers to ensure collaboration and sharing
of artefacts
• All members have permissions to access the
views of other members
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PPrivate ePortfolio group forrivate ePortfolio group for
students and teachersstudents and teachers
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Learning activities 1/2Learning activities 1/2
1. Defining learning objectives for chosen teaching
unit from a computer science course according to
the Bloom's taxonomy
2. Creating a conceptual maps using CmapTools
software toolkit
3. Developing a short course in Moodle LMS
4. Creating quizes using HotPotatos
5. Creating an animated lesson for class using
GoAnimate
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Learning activities 2/2Learning activities 2/2
6. Taking Teaching Perspectives Inventory (TPI)
questionnaire
7. Methodological practice in computer science
in elementary and high schools
– attending exemplary teaching class hours
delivered by mentor
– individually prepare (using written preparation
form) and deliver at least one class hour
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Example IExample I
• Defining learning objectives for teaching unit
Hardware and Software from a computer
science course according to the Bloom's
taxonomy
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Revised Bloom Taxonomy
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Joseph D. Novak
Example IIExample II
• Creating a conceptual maps using CmapTools
software toolkit
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Example VExample V
• Creating an animated lesson for class using
GoAnimate
• http://goanimate.com/videos/0uyqHG_D_2EU?utm_source=linkshare
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Student's ePortfolio elementsStudent's ePortfolio elements
1. Personal profile (CV or resume)
2. Repository of materials consisting of following artefacts:
– interpretation of their Teaching Perspectives Inventory (TPI)
test results,
– learning objectives list and conceptual maps
– URL of Moodle course and animated lesson
– HotPotatos tests,
– preparation form for one-hour lecture held school
1. Learning diary
– form of blog with reflections on the accomplished tasks
(including impressions about ePortfolio)
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EE-portfolio view of a learning diary-portfolio view of a learning diary
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View aboutView about methodological practicemethodological practice
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GradingGrading
• Points from the several
mandatory elements:
• Final grades:
Conceptual maps 20
Moodle course 30
HotPotato tests 20
ePortfolio (instead of writen
or oral final exam )
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goAnimate 10
TOTAL 100
F - failed (1) 0-49
E - satisfactory (2)
D - satisfactory (2)
50-59
60-69
C - good (3) 70-79
B - very good (4) 80-89
A - excellent (5) 90-100
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Student'sStudent's satisfactionsatisfaction
• Usefulness of ePortfolio tool for organizing artefacts
related to the course
• Advantage of the social networking that enabled them
sharing and communication with teachers and peers
• Feedback for created materials, reflections about the
process of their development, and reading about other
students' experiences
• Digital representation of all achievements during the
semester at the end of the course
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ConclusionConclusion
• Most of the students accepted ePortfolio
quite well
• Students' satisfaction with ePortfolio brings
hope that they will continue to utilize its
advantages in their (lifelong) learning and
promote the use of this educational tool in
Croatian schools as future teachers
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Future plansFuture plans
• Introducing more Web 2.0 tools appropriate for e-
learning in schools
• Facilitating and increasing the collaboration and
communication among students
• Introducing ePortfolio to other courses attended by
the same students
– enable them to create more complete ePortfolios with
artifacts and reflections about their study and academic
achievements
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39. Thank you for your attention!
Slobodan Beliga
sbeliga@uniri.hr
www.inf.uniri.hr
