e-portfolio in higher education


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  • e-portfolio in higher education

    1. 1. Teaching, Learning and Assessment With E-Portfolios in Higher Education in a Formal Learning Setting ECER 2010 Helsinki: “Education and Cultural Change” – NW 16. ICT in Education and Training, 25.08.2010 Prof. Dr. Kerstin Mayrberger Juniorprofessorship for Media Education and E-Learning | http://kerstin.mayrberger.de
    2. 2. [content] ‣ context ‣ question ‣ state of the art ‣ theoretical framework ‣ blended-learning scenario with e-portfolio ‣ study ‣ outcomes ‣ discussion
    3. 3. [context: e-portfolio in higher education] The main didactical implications and the pedagogical idea behind e-portfolios are: ‣ a student-centered learning process, enhancing reflection on evidence ‣ individualization in the learning- and assessment process ‣ personal responsibility ‣ self determination and self organization ‣ enhance competencies for a life long learning and ‣ the e-portfolio as „bridge“ or a „hinge“ between teaching, learning and assessment
    4. 4. [question] How can we use the didactical implications and the pedagogical idea behind e- portfolios to arrange a learning-environment in formal learning settings in higher education with an adequate assessment?
    5. 5. [state of the art: factors for success] ‣ transparency of the e-portfolio-processes and the assessment criteria, ‣ need of time for mentoring co-operative feedback, presentation and appraisal, ‣ adequate skills of learners and teachers, ‣ enabling of co-operation and participation, ‣ disposition for promotion of (self-)reflection, (self-)assessment and process of reasons for a decision, ‣ disposition for promotion of communication about learning and achievement and ‣ accountability for the own learning process.
    6. 6. [theoretical framework: type of e-portfolio] (Baumgartner, Himpsl, Zauchner 2009)
    7. 7. [theoretical framework: type of e-portfolio] reflection or educational portfolio learning exami- process nation portfolio portfolio (Baumgartner, Himpsl, Zauchner 2009)
    8. 8. [blended-learning scenario with e-portfolio] course e- LMS port- folio >christmas< >interim conclusion< course >final conclusion<
    9. 9. [study] course 3 group interviews e- LMS port- folio >christmas< >interim conclusion< course 6 indiviudal >final interviews conclusion<
    10. 10. [outcomes] The perspective of students (who decided for the e-portfolio) ‣ on their learning-process with e-portfolio, ‣ on the assessment base on e-portfolio-work and finally ‣ on the connection of teaching, learning and assessment in this process
    11. 11. [learning] ‣ phases without pressure to perform ‣ self-determined an own topic or question to deal with ‣ connecting theory and practice of media education with everyday life ‣ enjoying the own learning process
    12. 12. [assessment] ‣ time and effort of e-portfolio-work is similar to other assessment-methods ‣ acceptance of the new assessment method depends on transparency ‣ free handling of the feedbacks ‣ the outcomes of the diverse learning processes has a high quality
    13. 13. [connection of teaching, learning and assessment] ‣ changing role of the teacher and learner ‣ challenge for the students ‣ trustful learning environment ‣ value the openess and curiosity of students for open learning and assement
    14. 14. [discussion] ‣ e-portfolio-work istn‘t automatically a learning and assessment method fit to all students ‣ e-portfolio-work needs intrinsic and extrinsic incentives ‣ clear separation between phases of learning and assessment ‣ e-portfolio-work isn‘t automatically participatory learning ‣ compentencies and informed decisions on both sides
    15. 15. Thank you for your attention. Prof. Dr. Kerstin Mayrberger Juniorprofessorship for Media Education and E-Learning http://kerstin.mayrberger.de