Remembering ePortfolios: moving personal learning into professional practice


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ePortfolios have become very popular in Higher Education as ways for students to showcase their learning. In many Institutions ePortfolios are constructed in the first year of the program and students can be assessed at various points through their degree program for different purposes. An ePortfolio has been embedded into the Master of Education program at Charles Sturt University so students can show their development from starting out at the beginning of their course of learning, reflecting on the ways their thinking and knowledge changed through to their final term of study. A pilot study has been underway to investigate whether the skills learned in creating and designing ePortfolios for various purposes over the period of the degree program are adopted and practiced in the professional teacher's workplace. The presentation will provide the preliminary findings of the research.

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  • Remembering ePortfolios: moving personal learning into professional practice

    1. 1. Remembering ePortfolios: Moving personal learning into professional practice. Dr Jennifer Munday Faculty of Education
    2. 2. Are the skills gained in creating an ePortfolio by students in a teaching degree program transfer to their professional suite of skills as a reflective teacher; and, as well as for their work in the classroom to help children make their thinking visible Faculty of Education
    3. 3. Section heading goes here Faculty of Education
    4. 4. The ePortfolio provided an excellent platform for reflection and I enjoyed the overall process. The learning was fabulous and I have shared many thoughts and moments with colleagues at work. (Student communication, June 4th, 2013) Faculty of Education
    5. 5. Purposes of embedded ePortfolio • • • • Assessment Development Reflection Showcase (Stefani, Mason & Pegler, 2007) Faculty of Education
    6. 6. Contents Xxxxxxxx xxxxx page X xxxxxxxxxxxxxxxxxx page X xxxxxxxxxxxxxxxxxx page X Xxxxxxxx xxxxx xxxxxxxxxxxxxxxxxx page X page X Xxxxxxxx xxxxx xxxxxxxxxxxxxxxxxx Xxxxxxxx xxxxx Xxxxxxxx xxxxx page X page X page X page X Faculty of Education
    7. 7. Faculty of Education
    8. 8. Methods Faculty of Education
    9. 9. Contact: Insert Name Tel: +61 2 123 456 Fax: +61 2 123 456 Faculty of Education
    10. 10. Faculty of Education
    11. 11. Results Faculty of Education
    12. 12. Early results from the study have achieved an articulation of skills the graduates identified in creating ePortfolios, and showed the skills most commonly transferred to professional practice. Some skills were easily identified in the transfer to the professional workplace, BUT… Faculty of Education
    13. 13. …but there wasn’t a clear connection between the identified value of the ePortfolio skills and teaching of similar skills to young children in the classroom. Faculty of Education
    14. 14. Teachers skills learned through the creation of ePortfolios: * Versatility in solving problems, with technology, eg. One format might not work so an alternative will be sought * Using the tools of technology requires flexibility of thought and application * Willingness to share learning with peers and colleagues * Willingness to create a community of scholars and share work and experiences * Interest in defining different types of learning with regard to ‘informal’ learning * Interest in using the tools of technology to assist professional development and practice * Reflection in the higher degree gives them a chance to look at philosophies of learning (even Piaget) with new eyes. Faculty of Education
    15. 15. Teachers engagement with children in the classroom: * Teachers are the conduit between theory and practice * Recognition of the value of asynchronous artefacts (for review of learning) * Interest in trying new applications that could be interesting and engaging for children in their classes * Acknowledgement that classrooms are different to 10 years ago, and that learning needs to change from being content-driven (as it was for them) * Current curriculum does not prepare children for our current society * In the classroom, the need to celebrate different types of intelligence * Children are capable of sophisticated thought and can achieve at a higher level than many curriculum documents predict Faculty of Education
    16. 16. Scholarly significance Faculty of Education
    17. 17. Feedback and questions welcome Contact: Dr Jennifer Munday Tel: +61 2 6051 9412 Fax: +61 2 6051 9422 Skype: mundayros Twitter: mundayros Faculty of Education
    18. 18. References: Berg, B. 2001. Qualitative research methods for the social sciences. Needham Heights, MA: Allyn & Bacon. Howland, J., Jonassen, D. & Mara, R. 2012. Meaningful learning with technology, 4th ed. Boston, Pearson. Mayes, T. 2006. LEX: The learner experience of eLearning. Methodology Report, September. Glasgow, Caledonian University. Stefani, L., Mason, R. & Pegler, C. 2007. Educational potential of e-Portfolios: supporting personal development and reflective learning. London, Routledge. Faculty of Education
    19. 19. Images **Objective **Background **Troy ePortfolio (embedded) – with permission **Purposes of ePortfolio **Perspective **Conceptual framework **Methods **Data sources **Evidence Faculty of Education
    20. 20. Images (2) **Results **Yes **Maybe link=ibaf&q=embedded%20eportfolios **ePortfolio skills **Teachers **Scholarly significance _sparks_debate_on_messiah/ Faculty of Education