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. [content]
‣ context
‣ question
‣ state of the art
‣ theoretical framework
‣ blended-learning scenario with e-portfolio
‣ study
‣ outcomes
‣ discussion
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. [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. [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.
7. [theoretical framework: type of e-portfolio]
reflection or
educational portfolio
learning exami-
process nation
portfolio portfolio
(Baumgartner, Himpsl, Zauchner 2009)
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. [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. [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. [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. [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. Thank you for your attention.
Prof. Dr. Kerstin Mayrberger
Juniorprofessorship for Media Education and E-Learning
http://kerstin.mayrberger.de
![[content]
‣ context
‣ question
‣ state of the art
‣ theoretical framework
‣ blended-learning scenario with e-portfolio
‣ study
‣ outcomes
‣ discussion](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)