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Presentation in Conference EPIC12 London 9-11 July

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  1. 1. Design and Implementation of anePortfolio strategy aimed at Teachers Training: making sense of the process of learning Ms Andrea Ximena Castaño Dr José Miguel Jimenez Dr Ángel Pío González Soto Rovira i Virgili University Educational Sciences Department Spain EPIC 2012 – ePortfolios & Identity #eporforall
  2. 2. 1. Situation of ePortfolio in Spain2. Purpose for ePortfolio Implementation3. Integration of ePortfolio Mahara in Classroom 4. Learning from the experience, next steps
  3. 3. 1. Situation of ePortfolio in Spain 2. Purpose for ePortfolio Implementation3. Integration of ePortfolio Mahara in 4.Learning from the experience, next Classroom steps
  4. 4. ePortfolio NetworkSpanish ContextEportfolio Needs Process • The need for more institutional support • There is lack of knowledge of good practices • To address didactic and pedagogic strategies for ePortfolios • More Integration with digital tools, software for ePortfolios and Web 2.0
  5. 5. EPIC 2012 – ePortfolios & Identity Castaño, A, X.
  6. 6. ePortfolios at Teacher Training• Short cycle Higher Education• We have worked with e-portfolios and Master Degree Erasmus Mundus during 2011 One academic year• Mahara ePortfolio implementation and integration with the course
  7. 7. How ePortfolio Mahara can be integrated into the classroom settings? EPIC 2012 – ePortfolios & Identity Castaño, A, X.
  8. 8. ePortfolio activities Professional Development Curriculum integration EPIC 2012 – ePortfolios & Identity Castaño, A, X.
  9. 9. Activities that show reflection Reflection
  10. 10. InteractionPeople want to participate … but they will only do so one they have “permission” and a forum in which to utilize existing communication/technological skills(Siemens )
  11. 11. Self-assessment
  12. 12. activities that show reflection  Reflection on professional experiences  Reflection about their understanding of conceptual meanings  Reflection on team work and collaboration  Web 2.0 evidences  Self-asessment Jhonson, 2006 EPIC 2012 – ePortfolios & Identity Castaño, A, X.
  13. 13. Assessing at the end of the course following an self-assessment rubric We have developed a rubric with which 8 areas of the portfolio are assessedActivity Initial In Progress Intermediate AdvancedReflection All reflections Most of the Algunas de las Ninguna de las clearly reflections reflexio-nes refle-xiones describe the that describe describen el describen el growth, the growth creci-miento e cre-cimiento y progress and and include incluyen metas no incluyen achievements goals for de aprendizaje metas de , and include continued contínuo aprendizaje continuous learning. contínuo. learning goals (long and• Quality of entries short term).• Selection of evidence• Critical Thinking• Goal Definition• Direction• Construction of evidences• Quality of writing• Use of Web Media• Design of elements and text
  14. 14. ePortfolio activities• Reflection on professional experiences• Reflection about their understanding of conceptual meanings• Reflection on team work and collaboration• Web 2.0 evidences• Self-asessment EPIC 2012 – ePortfolios & Identity Castaño, A, X.z
  15. 15. Integration with the curriculum EPIC 2012 – ePortfolios & Identity Castaño, A, X.
  16. 16. Students perceptions• Initial perceptions• Technolgy skill development• Attitudes regard ePortfolio• Assessment Experience Questionaire• Perceptions of the assessment practice• Influence on learning
  17. 17. Concept of Educator Purpose EPIC 2012 – ePortfolios & Identity Castaño, A, X.
  18. 18. networkprofile
  19. 19. Collaboration
  20. 20. Group and blog’s feed
  21. 21. Self-assessment
  22. 22. 26/07/2012 Trust, belonging
  23. 23. FindingsStudents selection of artifacts maylead to deeper learning experience asthey wrestled with understanding ofthe connections between what theydid and the standardsThose who adopt deep approach tolearning perceive the making of aportfolio as stimulating their thinkingas requiring a deep understanding ofthe learning materials
  24. 24. Findings Students acting on the feedback, this means teachers encouranging studetns to make explicit how they used feedback to reorient their reflections or adding value to the process. More quality of assessment with ePortfolios Better strategies to involved Teachers and Tutors in ePortfolio integration The rubric should have detailed criteria combined with rating scales and a detailed guideline for the e- portfolio design.
  25. 25. Next steps• Aplication of more collaborative activities using Web 2.0 tools• Apply a conceptual framework for application of ePortfolio at Higher Education• Setting a more careful PDP for students for Teachers with Institutional support• The issue of attitudes towards reflective writing• Need for more exploration of the role of Tutors and Teachers in the attitudes on Professional Development
  26. 26. Thank you! Gracias!EPIC 2012 – ePortfolios & Identity Castaño, A, X.z