Mighty Mahara!?  The role of self-organised  learning within the context of Mahara ePortfolio.  Dr. Thomas Strasser (Vienn...
What‘s the purpose of an ePortfolio for you? http://todaysmeet.com/mahara_oeb11
What‘s ePortfolio for you? #mahara_oeb
Vienna University of  Education Course „ePortfolio“
Self-organised learning for student teachers Differentiated,  systematic reflection Individual  learning progress self-ref...
Why Mahara? <ul><li>? </li></ul>Cf. Meyer, Thorsten et. al (2011); Himpsl (2010)
A portfolio is a purposeful collection of student work, that exhibits the student's efforts, progress and achievements in ...
3 basic types of (e)Portfolios  (Baumgartner, Himpsl, Zauchner) <ul><li>Reflective portfolio </li></ul><ul><li>Development...
Statistics (November 2011)
The lecturer as a ‘role model‘
Contact details and social media (communication) Short CV (presentation) Google Docs, YouTube, etc. (sharing, collaboration)
Twitter Feeds (Communication) Synchronisation with Blogs (Communication) Professional development (development, presentati...
Synchronized reading list  (communication, sharing) Sharing material FlickR Update
The student as a „role model“
Main part: presentation/development
ePortfolio step-by-step *Image by  [email_address]  via  Flickr
Creating a Portfolio Communication/Collaboration (incl. reflection) Task –based Reflection Basics (contact, details, biogr...
Performance and Collaboration
Autonomously finding EFL-specific topics  (self-organized learning-process) Reflective, task-based writing process in EFL....
Supportive behaviour
Leave messages (supportive, collaborative impulses)
Reflective behaviour ‘A thought a day‘ (Murphey, A.M.)
Self-reflective behaviour and linguistic performance (L2) (supportive, collaborative impulses)
Reflective Process
Uploaded reflections (reflexion/development) Reflective, supportive feedback by professor. (reflexion/development)
Survey winter term 2010/11 <ul><li>N=101 </li></ul><ul><li>Feedback forms </li></ul><ul><li>Student teachers (secondary sc...
User-friendliness ‘Mahara‘
Verbal feedback survey
ePortfolio in a nutshell … *Image by  [email_address]  via  Flickr
<ul><li>Student teachers take over responsibility for development of their competencies </li></ul><ul><li>Autonomous and c...
<ul><li>Systematic reflection of work in progress </li></ul><ul><li>documentation of learning/teaching progress </li></ul>...
<ul><li>Didactical/peda-gogical features </li></ul><ul><li>Communication and collaboration!? </li></ul><ul><li>Cooperation...
Thank you for your attention! <ul><li>Thomas Strasser </li></ul><ul><li>Vienna University of Education </li></ul><ul><li>[...
 
References <ul><li>BAUMGARTNER, Peter, Himpsl, Klaus und Zauchner, Sabine (2009). Einsatz von E-Portfolios an (österreichi...
References <ul><li>KÖHNE, S. (2005): „Didaktischer Ansatz für das Blended Learning: Konzeption und Anwendung von Education...
images <ul><li>Foto „Uhr auf silbernem Tablett“ von Coniaric ( some rights reserved ) </li></ul><ul><li>Foto Ordner „Ordnu...
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ONLINE EDUCA Berlin 211 - Mighty Mahara - the role of self-organised learning (NEW SLIDES!!!)

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  • [twitter] presentation about the use of ePortfolio Mahara at university to start in at 16:00 at Schinkel III [/twitter]
  • [twitter] Vienna University of Education with strong interest in New Media Research [/twitter]
  • [twitter] self-organized learning as a part of LLL (cf. Hornung-Prähauser et al 2008) [/twitter]
  • [twitter] Mahara tool 4 implementing institutional curricula=digital competency (cf. Meyer,Thorsten,et al2011&amp; Himpsl 2010) [/twitter]
  • [twitter]portfolio=purposeful coll shwing effort,progress&amp;achievem.includes cont,judging,self-reflection (Paulson &amp; Meyer, 1991) [/twitter]
  • [twitter] 3 basic types of ePortfolios (reflective,development,presentation portfolio,Baumgartner, Himpsl, Zauchner) [/twitter]
  • [twitter] Mahara usage Vienna Uni of Edu: 584 active users, 70 active users/day, 2174 pages, 2.9 pages/user [/twitter]
  • [twitter] when working with a portfolio, lecturers should join, act a s a ‘role model‘ [/twitter]
  • [twitter] Mahara implements social media (communication, sharing/collaboration),CV (presentation) [/twitter]
  • [twitter] Mbedding tweets(communication),synchro blogs (communication),professional development/milestones(development)in Mahara [/twitter]
  • [twitter] synch reading lists (communication, sharing),upload/embed presentations/slides(sharing),FlickR feeds(information) [/twitter]
  • [twitter] vital part of Mahara presentation of one‘s professional/personal development [/twitter]
  • [twitter] ePortfolio Mahara: step-by-step implementation procedure at Vienna Uni of Edu [/twitter]
  • [twitter] creating PF /w students=&gt;step-by-step,procedural performance:basics,comm/coll,task-based reflection [/twitter]
  • [twitter] reflected EFL-related tasks supp curr knowl&amp;linguistic skills(self-org learning process),giving supp feedback in Mahara tasks [/twitter]
  • [twitter] supportive behaviour in Mahara using the journal [/twitter]
  • [twitter] journal task: „A thought a day“ (cf. Murphey) (constantly reflecting) [/twitter]
  • [twitter] reflective process with Mahara: upload reflections of seminars, get/give supportive feedback by prof and coll. [/twitter]
  • [twitter] survey among student teachers on the use of Mahara [/twitter]
  • [twitter] student teachers share subjective perception of ‚good‘ user friendliness [/twitter]
  • [twitter] advantages (based on survey): simple surface,no papewrk,adaptable modules, communication [/twitter]
  • [twitter] eportfolio in a nutshell:self-responsibility, collaboration, L2 communication, learning progress [/twitter]
  • [twitter] eportfolio in a nutshell: systematic reflection, continuous documentaion, cont. Communication [/twitter]
  • [twitter] research project Mahara: comm and coll need to b improved, didactical scenarios concerning use in classes, how 2 deal with technophobia [/twitter]
  • [twitter] thomas.strasser@schule.at, www.learning-reloaded.com, ePortfolio sources: @khimpsl www.himpsl.at [/twitter] Portfolios bieten großes Veränderungspotential  Mappen schleppen entfällt; Weg von einer profuktorientierten zu einer prozesorientierten Arbeit Lernweg: metareflexive Auseinandersetzung mit dem eigenen Vorgehen, also nicht nur Reflexion über Probleme und Fragestellungen, sondern eine Metareflexion über den persönlichen Lernweg; vorherrschende Lernkultur ist auf Ergebnis und Produkt orientiert  Umdenken in der Lehr-Lernkultur in die Richtung einer Reflexion des Konstruktionsprozesses von Informationen zu Wissen und weiter zu Fähigkeiten und Kompetenzen (vg. Fußballmatch – Analyse – nur Ergebnis sondern auch Spielablauf – Weblog
  • ONLINE EDUCA Berlin 211 - Mighty Mahara - the role of self-organised learning (NEW SLIDES!!!)

    1. 1. Mighty Mahara!? The role of self-organised learning within the context of Mahara ePortfolio. Dr. Thomas Strasser (Vienna University of Education) Twitter: thomas_strasser www.learning-reloaded.com
    2. 2. What‘s the purpose of an ePortfolio for you? http://todaysmeet.com/mahara_oeb11
    3. 3. What‘s ePortfolio for you? #mahara_oeb
    4. 4. Vienna University of Education Course „ePortfolio“
    5. 5. Self-organised learning for student teachers Differentiated, systematic reflection Individual learning progress self-reflection Strengths/ weaknesses Self-organized learning as a part of Life Long Learning (cf. Hornung-Prähauser et. al. 2008)
    6. 6. Why Mahara? <ul><li>? </li></ul>Cf. Meyer, Thorsten et. al (2011); Himpsl (2010)
    7. 7. A portfolio is a purposeful collection of student work, that exhibits the student's efforts, progress and achievements in one or more areas. The collection must include student participation in selecting content, the criteria for selection, the criteria for judging merit and evidence of student self-reflection. (F. L. Paulson, P. R. Paulson, & Meyer, 1991, S. 60) *Image by [email_address] via Flickr
    8. 8. 3 basic types of (e)Portfolios (Baumgartner, Himpsl, Zauchner) <ul><li>Reflective portfolio </li></ul><ul><li>Development portfolio </li></ul><ul><li>Presentation portfolio </li></ul>*Image by [email_address] via Flickr
    9. 9. Statistics (November 2011)
    10. 10. The lecturer as a ‘role model‘
    11. 11. Contact details and social media (communication) Short CV (presentation) Google Docs, YouTube, etc. (sharing, collaboration)
    12. 12. Twitter Feeds (Communication) Synchronisation with Blogs (Communication) Professional development (development, presentation) Milestones (development)
    13. 13. Synchronized reading list (communication, sharing) Sharing material FlickR Update
    14. 14. The student as a „role model“
    15. 15. Main part: presentation/development
    16. 16. ePortfolio step-by-step *Image by [email_address] via Flickr
    17. 17. Creating a Portfolio Communication/Collaboration (incl. reflection) Task –based Reflection Basics (contact, details, biography, etc.)
    18. 18. Performance and Collaboration
    19. 19. Autonomously finding EFL-specific topics (self-organized learning-process) Reflective, task-based writing process in EFL. Giving supportive, constructive feedback on a topic-specific level
    20. 20. Supportive behaviour
    21. 21. Leave messages (supportive, collaborative impulses)
    22. 22. Reflective behaviour ‘A thought a day‘ (Murphey, A.M.)
    23. 23. Self-reflective behaviour and linguistic performance (L2) (supportive, collaborative impulses)
    24. 24. Reflective Process
    25. 25. Uploaded reflections (reflexion/development) Reflective, supportive feedback by professor. (reflexion/development)
    26. 26. Survey winter term 2010/11 <ul><li>N=101 </li></ul><ul><li>Feedback forms </li></ul><ul><li>Student teachers (secondary school, primary school, specialized schools) </li></ul>
    27. 27. User-friendliness ‘Mahara‘
    28. 28. Verbal feedback survey
    29. 29. ePortfolio in a nutshell … *Image by [email_address] via Flickr
    30. 30. <ul><li>Student teachers take over responsibility for development of their competencies </li></ul><ul><li>Autonomous and collaborative creation of pedagogical and EFL-related knowledge </li></ul><ul><li>Student teachers initiate their own learning progress </li></ul>ePortfolio in a nutshell … Copyright 2010
    31. 31. <ul><li>Systematic reflection of work in progress </li></ul><ul><li>documentation of learning/teaching progress </li></ul><ul><li>Continuous communication among students/staff </li></ul>
    32. 32. <ul><li>Didactical/peda-gogical features </li></ul><ul><li>Communication and collaboration!? </li></ul><ul><li>Cooperation with FH-Campus Wien (Vienna University of Applied Sciences) </li></ul><ul><li>ePortfolio with kids? </li></ul><ul><li>teachers and ePortfolios? </li></ul><ul><li>technophobia? </li></ul>Focus of research project Copyright 2010
    33. 33. Thank you for your attention! <ul><li>Thomas Strasser </li></ul><ul><li>Vienna University of Education </li></ul><ul><li>[email_address] </li></ul><ul><li>www.learning-reloaded.com </li></ul><ul><li>Twitter: thomas_strasser </li></ul>Questions appreciated!
    34. 35. References <ul><li>BAUMGARTNER, Peter, Himpsl, Klaus und Zauchner, Sabine (2009). Einsatz von E-Portfolios an (österreichischen) Hochschulen: Zusammenfassung - Teil I des BMWF-Abschlussberichts “E-Portfolio an Hochschulen”: GZ 51.700/0064-VII/10/2006. Forschungsbericht. Krems: Department für Interaktive Medien und Bildungstechnologien, </li></ul><ul><li>BAUMGARTNER, Peter; „Eine neue Lernkultur entwickeln: Kompetenzbasierte Ausbildung mit Blogs und E-Portfolios“. In: HORNUNG-PRÄHAUSER, Veronika; LUCKMANN, Michaela; et. al. (Hrsg.) (2008). „Selbstorganisiertes Lernen im Internet. Einblick in die Landschaft der webbasierten Bildungsinnovationen. Innsbruck: Studienverlag, S.88-92. Donau Universität Krems. </li></ul><ul><li>HILZENSAUER, Wolf; BUCHBERGER, Gerlinde: „Mehr Selbstwert für junge Menschen durch E-Portfolios?“ In: HORNUNG-PRÄHAUSER, Veronika; LUCKMANN, Michaela; et. al. (Hrsg.) (2008). „Selbstorganisiertes Lernen im Internet. Einblick in die Landschaft der webbasierten Bildungsinnovationen. Innsbruck: Studienverlag, S. 116-121. </li></ul><ul><li>HIMPSL, K. (2010). E-Portfolios in berufsbegleitenden Studiengängen zu Neuen Medien. Medienpädagogik, 18 (Neue Medien und individuelle Leistungsdarstellung – Möglichkeiten und Grenzen von ePortfolios und eAssessments). Abgerufen am 28. Februar 2011 von http://www.medienpaed.com/18/himpsl1004.pdf . </li></ul><ul><li>HIMPSL-GUTERMANN, Klaus, & BAUER, Reinhard (2011). Kaleidoskope des Lernens. E-Portfolios in der Aus- und Weiterbildung von (österreichischen) Lehrerinnen und Lehrern. zeitschrift für elearning, lernkultur und bildungstechnologie, (Heft 3/2011 - 6. Jahrgang), 20-36. </li></ul><ul><li>HORNUNG-PRÄHAUSER, Veronika; LUCKMANN, Michaela; et. al. (Hrsg.) (2008). „Selbstorganisiertes Lernen im Internet. Einblick in die Landschat der webbasierten Bildungsinnovationen“. Innsbruck: Studienverlag </li></ul><ul><li>HORNUNG-PRÄHAUSER, Veronika; WIEDEN-BISCHOF, Diana: „Selbstorganisiertes Lernen und Lehren in einer digitalen Umwelt: Theorie und Praxis zu E-Portfolios in der Hochschule“. In: HUGGER, Kai-Uwe; WALBER, Markus (2010) (Hrsg.) Digitale Lernwelten – Konzepte, Beispiele und Perspektiven. S. 245-268. Wiesbaden: VS Verlag. </li></ul>
    35. 36. References <ul><li>KÖHNE, S. (2005): „Didaktischer Ansatz für das Blended Learning: Konzeption und Anwendung von Educational Patterns“. Dissertation. In: http://opus.ub.uni-hohenheim.de/volltexte/2006/123/pdf/Koehne_EducationalPatterns.pdf, (letzter Zugriff: 9. Februar 2008 </li></ul><ul><li>MEYER, Torsten; MAYRBERGER, Kerstin; et. al. (2011). „Kontrolle und Selbstkontrolle – Zur Ambivalenz von E-Portfolios in Bildungsprozessen“. Wiesbaden: VS Verlag. </li></ul><ul><li>MURPHY, Ellen-Marie (2011). Mahara Cookbook 1.4. Over 50 recipes for using Mahara for training, personal and educational purpose. Birmingham: Packt Publishing. </li></ul><ul><li>PAULSON, F. L., PAULSON, P. R., & MEYER, C. (1991). What makes a portfolio a portfolio? Educational Leadership, Heft 5 (Jahrgang 48), 60-63. </li></ul><ul><li>REINMANN, G. (2005). Blended Learning in der Lehrerbildung: Grundlagen für die Konzeption innovativer Lernumgebungen. Lengerich: Pabst Science Publishers </li></ul><ul><li>REINMANN, Gabi; „Selbstbestimmung und Selbststeuerung“. (2011) In: Kontrolle und Selbstkontrolle – Zur Ambivalenz von E-Portfolios in Bildungsprozessen. Wiesbaden: VS Verlag. </li></ul><ul><li>REINMANN-ROTHMEIER, G. (2003): „Didaktische Innovation durch Blended Learning: Leitlinien anhand eines Beispiels aus der Hochschule“. Hans Huber, Bern u.a. </li></ul><ul><li>SAUTER W. & SAUTER A.M. (2002): „Blended Learning: Effiziente Integration von E-Learning und Präsenztraining“. Luchterhand, Neuwied u.a. </li></ul><ul><li>VOLKMER, R. (2003): „Blended Learning: Synergieeffekte durch den richtigen Methoden- und Medienmix“. In: Wissensmanagement. 2003. Jg. (2003) Nr. 1, S. 19-21 </li></ul>
    36. 37. images <ul><li>Foto „Uhr auf silbernem Tablett“ von Coniaric ( some rights reserved ) </li></ul><ul><li>Foto Ordner „Ordnung ist das halbe Leben …“ von Heinz-Hasselberg ( some rights reserved ) </li></ul><ul><li>Foto Lehrplan „künstl. Nahaufnahme Buchseite“ von E. Flux ( some rights reserved ) </li></ul><ul><li>Tastaturknopf „at“ von Knipsermann ( some rights reserved ) </li></ul>

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