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OU Presentation: Mahara and self-organized learining


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  • [twitter] presentation about the use of ePortfolio Mahara at Univ of Teacher Education Vienna about to start [/twitter]
  • [twitter] Vienna University of Teacher Education with strong interest in New Media Research [/twitter] gabi
  • [twitter] self-organized learning as a part of LLL (cf. Hornung-Prähauser et al 2008) [/twitter] gabi
  • [twitter] Mahara tool 4 implementing institutional curricula=digital competency (cf. Meyer,Thorsten,et al2011& Himpsl 2010) [/twitter] thomas
  • [twitter]portfolio=purposeful coll shwing effort,progress&achievem.includes cont,judging,self-reflection (Paulson & Meyer, 1991) [/twitter] Thomas
  • [twitter] 3 basic types of ePortfolios (reflection, portfolio,Baumgartner, Himpsl, Zauchner) [/twitter] thomas
  • Thomas vortragender slides
  • [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]
  • gabi
  • gabi
  • Thomas bis praxismappe
  • [twitter] reflected EFL-related tasks supp curr knowl&linguistic skills(self-org learning process),giving supp feedback in Mahara tasks [/twitter]
  • [twitter]the gazette as central space for reflection/collaboration/communication (cf. Murphy) [/twitter]
  • gabi
  • [twitter] reflective process with Mahara: upload reflections of seminars, get/give supportive feedback by prof and coll. [/twitter]
  • [twitter] PH research project:sem 1:usability sem 2:did. Versatiliy sem 3:competency-based learning sem 4:dissemination [/twitter]Thomas 2 slides
  • [twitter] advantages (based on survey): simple surface,no papewrk,adaptable modules, communication [/twitter]
  • [twitter] ePortfolio in a nutshell in teacher education [/twitter]
  • [twitter] responsibilty for professional development [/twitter]
  • [twitter] self-organized management of professional performance [/twitter]
  • [twitter] students initiate own learning process [/twitter]
  • [twitter] continuous use of English as a working language [/twitter]
  • [twitter] systematic reflection of work in progress (cf. Self-organized learning] [/twitter]
  • [twitter] continuous communication/collaboration [/twitter]
  • [twitter] learing diary (adapt it to the needs) [/twitter]
  • [twitter] technical problems? Technophobia? [/twitter]
  • [twitter],, ePortfolio sources: @khimpsl [/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
  • Transcript

    • 1. Mighty Mahara!?The role of self-organized learning within the context of Mahara ePortfolio @ Vienna University of Teacher Education. Dr. Thomas Strasser @Open University, July 2012 @thomas_strasser||
    • 2. Vienna University of Teacher EducationCourse “ePortfolio“
    • 3. Self-organized learning forstudent teachers and professors strengths/ self-reflection weaknesses differentiated, individual learning systematic reflection progress self-organized Learning as part of LifeLongLearning (cf. Hornung-Prähauser et. al. 2008)
    • 4. Why Mahara? ? cf. Meyer, Thorsten et. al (2011); Himpsl (2010)
    • 5. A portfolio is a purposeful collection of student work, that exhibits the students efforts, progress and achievements in one or moreareas. The collection must include student participation in selectingcontent, 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 41247051@N00 via Flickr
    • 6. 3 basic types of (e)Portfolios (Baumgartner, Himpsl, Zauchner 2009) 1. Reflection portfolio 4. Development portfolio 7. Presentation portfolio*Image by 87838561@N00 via Flickr
    • 7. The lecturer as „role model“
    • 8. contact details short CV (presentation)(communication) Google Docs, YouTube, etc. (sharing, collaboration)
    • 9. synchronize blogs (communication) professional developmentTwitter Feeds (presentation)(communication) milestones (credits @khimpsl) (development)
    • 10. sharing material FlickR Updatesynchronized readinglist(communicationsharing)
    • 11. The student teacher as a „role model“
    • 12. PRESENTATIONPORTFOLIO presentation short CV Strengths and weaknesses (cf. self-organized learning)
    • 13. communication/collaboration(groups/forums=>workinglanguage English and German) information communication/collaboration (wall)
    • 14. TEP - BY - S STEP tfolio ePor*Image by 41247051@N00 via Flickr
    • 15. Steps for an implementation task –based reflection communication/collaboration (incl. reflection) basics (contact, details, bio, etc.)
    • 16. performance and collaboration
    • 17. finding EFL-topics autonomously (self-organized learning process) reflective, task-based writing process (EFL)possibility of supportive,constructive feedback.
    • 18. GAZETTE (development and reflection portfolio) systematic, self-reflection and development of learning process (cf. Self-organized learning collaboratio collaboration/reflection intensive reflection (in English, major task)Gazette: idea: Murphy, E.-M.(2011)
    • 19. learning progress (cf. self-organized learning) reflection/developmentrising awareness
    • 20. The reflective process*Image by 24500807@N04 via Flickr
    • 21. DIGITAL FOLDER (development and reflection portfolio
    • 22. Task-based reflections(development/reflection) Supportive feedback by professors (reflection/development)
    • 23. The research project(2 years, started winter term 2011/12)
    • 24. Survey winter term*Image by 37451177@N03 via Flickr 2011/2012
    • 25. Survey winter 2011/12• N=76• Student teachers 1st and 3rd semester• Student teachers 1st semester (start Mahara)• Student teachers lower secondary schools/elementary schools
    • 26. Mahara is a simple tool (technical POV)1. semester 3. semester Main problems with: uploading a document and managing author rights
    • 27. verbal feedback (1st and 3rd semester)• complex structure• how does Mahara basically work?• a manual would be of great help!• access• time-consuming
    • 28. If you were to decide whether the university shouldcontinue with Mahara or not, how would you decide?student teachers student teachers(elementary school 1st semester) (elementary school, 3rd semester) continue 26% not continue 74%
    • 29. If you were to decide whether the university shouldcontinue with Mahara or not, how would you decide? Student teachers lower secondary school (3rd semester)
    • 30. ePortfolio in a nutshell …*Image by 80639080@N00 via Flickr
    • 31. responsibility for professional development*Image by 14556286@N02 via Flickr
    • 32. self-organized management of professional performance *Image by 57174138@N00 via Flickr*Image by 48671183@N00 via Flickr
    • 33. students initiate own learning process *Image by 25884936@N00 via Flickr
    • 34. continuous use of English as working languagege by 45785814@N08 via Flickr
    • 35. systematic reflection of work in progress (cf. self-organized learning)*Image by 58679537@N00 via Flickr
    • 36. *Image by 95807910@N00 via Flickr continuous communication/collaboration
    • 37. learning diary (adapt it to the needs)*Image by 7976040@N06 via Flickr
    • 38. technical problems, technophobia?*Image by 16615213@N00 via Flickr
    • 39. Thank you for your attention!• Thomas Strasser•••,• @thomas_strasser d! iate pp re c a s ti on s Que
    • 40. References• 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,• 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.• 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.• 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• 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.• HORNUNG-PRÄHAUSER, Veronika; LUCKMANN, Michaela; et. al. (Hrsg.) (2008). „Selbstorganisiertes Lernen im Internet. Einblick in die Landschat der webbasierten Bildungsinnovationen“. Innsbruck: Studienverlag• 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.
    • 41. References• KÖHNE, S. (2005): „Didaktischer Ansatz für das Blended Learning: Konzeption und Anwendung von Educational Patterns“. Dissertation. In: http://opus.ub.uni-, (letzter Zugriff: 9. Februar 2008• MEYER, Torsten; MAYRBERGER, Kerstin; et. al. (2011). „Kontrolle und Selbstkontrolle – Zur Ambivalenz von E-Portfolios in Bildungsprozessen“. Wiesbaden: VS Verlag.• MURPHY, Ellen-Marie (2011). Mahara Cookbook 1.4. Over 50 recipes for using Mahara for training, personal and educational purpose. Birmingham: Packt Publishing.• PAULSON, F. L., PAULSON, P. R., & MEYER, C. (1991). What makes a portfolio a portfolio? Educational Leadership, Heft 5 (Jahrgang 48), 60-63.• REINMANN, G. (2005). Blended Learning in der Lehrerbildung: Grundlagen für die Konzeption innovativer Lernumgebungen. Lengerich: Pabst Science Publishers• REINMANN, Gabi; „Selbstbestimmung und Selbststeuerung“. (2011) In: Kontrolle und Selbstkontrolle – Zur Ambivalenz von E-Portfolios in Bildungsprozessen. Wiesbaden: VS Verlag.• REINMANN-ROTHMEIER, G. (2003): „Didaktische Innovation durch Blended Learning: Leitlinien anhand eines Beispiels aus der Hochschule“. Hans Huber, Bern u.a.• SAUTER W. & SAUTER A.M. (2002): „Blended Learning: Effiziente Integration von E- Learning und Präsenztraining“. Luchterhand, Neuwied u.a.• VOLKMER, R. (2003): „Blended Learning: Synergieeffekte durch den richtigen Methoden- und Medienmix“. In: Wissensmanagement. 2003. Jg. (2003) Nr. 1, S. 19-21
    • 42. images• Foto „Uhr auf silbernem Tablett“ von Coniaric (some rights reserved)• Foto Ordner „Ordnung ist das halbe Leben …“ von Heinz-Hasselberg (some rights reserved)• Foto Lehrplan „künstl. Nahaufnahme Buchseite“ von E. Flux (some rights reserved)• Tastaturknopf „at“ von Knipsermann ( some rights reserved)