Mosep ICL08, eP08


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Mosep ICL08, eP08

  1. 1. MOSEP - More Self-Esteem with my E-Portfolio Development of a train-the-trainer course for e-portfolio tutors a Leonardo da Vinci Project Wolf Hilzensauer S a lzburg Research Forschungsgesellschaft m.b.H
  2. 2. The Problem: Drop-outs! Benchmark 2010
  3. 3. Requirement: Upskilling! “ By 2010 only 15 % of newly created jobs will be for people with basic schooling, whereas 50% will require highly skilled workers”. (EU Commission, 2005)‏ “ Half the EU workforce (some 100 million people) require upskilling, a gap that cannot be closed through classroom instruction alone, but will require e-learning scenarios”. (Urdan et al, 2005)‏
  4. 4. “ Every act of conscious learning requires the willingness to suffer an injury to one’s self-esteem. That is why young children, before they are aware of their own self-importance, learn so easily.” Thomas Szasz
  5. 5. MOSEP - Details <ul><li>10 parters from 7 EU-countries: </li></ul><ul><ul><li>Austria Germany </li></ul></ul><ul><ul><li>France United Kingdom </li></ul></ul><ul><ul><li>Lithuania Poland </li></ul></ul><ul><ul><li>Bulgaria </li></ul></ul><ul><li>Duration: 2 years (August 2006 – July 2008) </li></ul><ul><li>Funding Programme: Leonardo da Vinci (Pilot Projekts – A/06/B/F/PP – 158.301) </li></ul><ul><li>Website: </li></ul>
  6. 6. MOSEP - Aims <ul><li>The age group of 14-16-year-olds will be familiarised with e-portfolio as a method for self directed and life-long learning. </li></ul><ul><li>Teachers will be traines to support young learners to identify and reflect on their strengths and improvement areas </li></ul><ul><ul><li>to better develop their skills and competences </li></ul></ul><ul><ul><li>to improve their self-presentation skills </li></ul></ul><ul><ul><li>to become aware of their potentials and in this way foster their self-esteem </li></ul></ul><ul><ul><li>to continue their school careers or vocational trainings </li></ul></ul>
  7. 7. 7 e-portfolio processes (G.Attwell 2007) <ul><li>Recognising Learning Learners frequently lack the skills to recognise their own learning, especially ongoing learning that does not necessarily lead to formal outcomes. </li></ul><ul><li>Recording Learning What should be recorded in a portfolio? </li></ul><ul><li>Reflecting on learning Giving meaning to the learning by reflecting on a meta-level </li></ul><ul><li>Validating learning Validating is the process of proving that learning has taken place, including the abilities and competencies identified and recorded. </li></ul>
  8. 8. 7 e-portfolio processes (G.Attwell 2007) <ul><li>Presenting learning Presenting offers an opportunity to select artefacts from the portfolio to tell a story or make a point. </li></ul><ul><li>Planning learning Planning is a structured form of reflection – looking back and looking forward. What have I achieved and what do I want to achieve? </li></ul><ul><li>Assessing learning Assessing is an external process, not within the control of the learner. Assessing is external judgement of the value of a set of artefacts presented by the learner. </li></ul>
  9. 9. Skills, needed by learners <ul><li>Forming an opinion </li></ul><ul><li>Expressing an opinion </li></ul><ul><li>Articulating an opinion </li></ul><ul><li>Justifying an opinion </li></ul><ul><li>Defending an opinion </li></ul><ul><li>Supporting opinions of others </li></ul><ul><li>Challenging others’ opinions </li></ul><ul><li>Questioning others </li></ul><ul><li>Seeking clarification </li></ul><ul><li>Representing others’ opinions </li></ul><ul><li>Building on others’ opinions </li></ul><ul><li>Sorting fact from opinion </li></ul>
  10. 10. Skills, needed by eP tutors <ul><li>| Play – the capacity to experiment with one’s surroundings </li></ul><ul><li>| Performance – the ability to adopt alternative identities </li></ul><ul><li>| Simulation – the ability to interpret and construct dynamic models of real-world </li></ul><ul><li>| Appropriation – the ability to meaningfully sample and remix media content. </li></ul><ul><li>| Multitasking – the ability to scan one’s environment and shift focus </li></ul><ul><li>Distributed Cognition – the ability to interact meaningfully with tools </li></ul><ul><li>| Collective Intelligence – the ability to pool knowledge and compare notes </li></ul><ul><li>| Judgment – the ability to evaluate the reliability and credibility of sources. </li></ul><ul><li>| Transmedia Navigation – the ability to follow the flow of stories and information </li></ul><ul><li>| Networking – the ability to search for, synthesize, and disseminate information. </li></ul><ul><li>| Negotiation – the ability to travel across diverse communities </li></ul>
  11. 11. Teachers should be able to .. <ul><li>| articulate the difference between assessment OF learning and FOR learning; </li></ul><ul><li>| implement classroom-based assessment FOR learning strategies; </li></ul><ul><li>| provide specific and detailed feedback to learners about their learning; </li></ul><ul><li>| support student reflection through modelling and research-based practices; </li></ul><ul><li>| create an environment that facilitates students’ deep learning. </li></ul>
  12. 13. MOSEP – didactical approach <ul><li>Materials are delivered as a „buffet of resources“ rather than a „ready-to-serve meal“ (using a Wiki) </li></ul><ul><li>Materials are software- and platform independent, focusing on the didactical method and consulting process </li></ul><ul><li>Materials are self-explanatory and fit for different target groups and sectors </li></ul><ul><li>Materials are available online ( or offline (on a DVD). </li></ul><ul><li>Support by using multimedia material (video) </li></ul>
  13. 14. Structure of the course
  14. 15. MOSEP Wiki:
  15. 16. MOSEP - Outcomes <ul><li>MOSEP Study – Grab your future with an e-portfolio </li></ul><ul><li>MOSEP course for teachers, trainers and vocational counsellors freely accessible </li></ul><ul><li>MOSEP Toolbox: flyer, poster, video, ... </li></ul><ul><li>MOSEP pilot testing and evaluation of the training course </li></ul><ul><li>4th EduMedia conference: Salzburg June 2008 </li></ul><ul><li>Dissemination of project results </li></ul>
  16. 17. MOSEP Evaluation <ul><li>Design: </li></ul><ul><ul><li>Pre-test (sample: 25 ) </li></ul></ul><ul><ul><li>Main test (sample: 80) </li></ul></ul><ul><ul><li>Focus group interviews (testing groups) </li></ul></ul><ul><ul><li>Refinementcycle </li></ul></ul><ul><li>Improvements </li></ul><ul><ul><li>Wiki content tightened & streamlined </li></ul></ul><ul><ul><li>Navigation improved </li></ul></ul><ul><ul><li>MOSEP Mahara: bugs fixed </li></ul></ul><ul><ul><li>MOSEP wiki course: trainer instructions compiled </li></ul></ul>
  17. 23. Some results ... <ul><li>Overall impression of the course 78,7% (excellent/good) </li></ul><ul><li>Module structure is clear 48,5% (strongly agree/agree) </li></ul><ul><li>Course modules comprehensible: 54,5% (strongly agree/agree) </li></ul><ul><li>Course wiki is excellent tool for </li></ul><ul><li>course delivery 51,5% (strongly agree/agree) </li></ul><ul><li>Course wiki is informative 54,5% (strongly agree/agree) </li></ul><ul><li>Course is appropriate for target </li></ul><ul><li>Audience (teachers & counsellors) 66,7% (strongly agree/agree) </li></ul><ul><li>My students/clients find it easy to </li></ul><ul><li>work with the MOSEP-Wiki 36,4% (strongly agree/agree) </li></ul><ul><li>The MOSEP-course helps my students/ </li></ul><ul><li>clients to reflect on their learning 42,5% (strongly agree/agree) </li></ul><ul><li>and achievement </li></ul>
  18. 24. MOSEP Toolbox:
  19. 25. <ul><li>Contact: </li></ul><ul><li>Wolf Hilzensauer </li></ul><ul><li>Salzburg Research Forschungsgesellschaft </li></ul><ul><li>Jakob Haringer Str. 5 </li></ul><ul><li>5020 Salzburg / Austria </li></ul><ul><li>[email_address] </li></ul><ul><li> </li></ul><ul><li> </li></ul>
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