Eifel

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  • In a time of recession this is a challenge
  • Eifel

    1. 1. Portfolio - A Modern Discourse! Niels Henrik Helms Knowledge Lab University of Southern Denmark
    2. 2. State of the ”Art” <ul><li>Should be used in primary and secondary education </li></ul><ul><li>In adult education: CV’s and e-portfolios for APL </li></ul><ul><li>Interfaces between informal portfolios (web 2.0) and formal education </li></ul>
    3. 3. From the Front Line 1: <ul><li>Q: ”So what is great about portfolios?” </li></ul><ul><li>A: ”That you have the opportunity to look back on your achievements and successes” </li></ul>
    4. 4. From the Front Line 2: <ul><li>Q: ”And what is not so great?” </li></ul><ul><li>A: ”If you did´t achieve so much and if you did´t have success!” </li></ul>
    5. 5. Means: <ul><li>That modern students/pupils should be capable of a very delicate sensitivity towards them self and the educational system </li></ul>
    6. 6. In a Modern World You: <ul><li>Should create yourself </li></ul><ul><li>Are responsible for your own success </li></ul><ul><li>Should make a difference </li></ul><ul><li>Are included through exclusion </li></ul>
    7. 7. Fitting in - or Inclusion through Exclusion
    8. 8. So <ul><li>It is about learning to be - to become someone - someone different! </li></ul><ul><li>Portfolios were representations documenting where you came from </li></ul><ul><li>They became representations of your uniqueness – The artists portfolio </li></ul><ul><li>In a modern discourse we should all be unique – we should perform and express our self </li></ul>
    9. 9. Our School
    10. 10. The School, is a School is a School <ul><li>Making distinctions to other contexts </li></ul><ul><li>” Elev” – A process of elevation </li></ul><ul><li>Participant, participation – degree -level, quality? </li></ul><ul><li>Learner – Learning? Re-learning? New-Learning? Self construction. </li></ul>
    11. 11. The Kind of Schools we Need? <ul><li>Should they be a kind of incubators and simulations of the life and work life learners should participate in? </li></ul><ul><li>Or should they offer the potentials of a different context, which offers a culture of friendly estrangement where learners have the potentials of knowing about themselves and the world they are part of by creating the difference, which make reflection and insight possible. </li></ul>
    12. 12. When the School meets the Digital Natives: The School is not a given thing! <ul><li>It should articulate itself </li></ul><ul><li>Collect, reflect, present </li></ul><ul><li>Enable dialogue </li></ul><ul><li>Clear context markers </li></ul><ul><li>Values, thinking – differences </li></ul><ul><li>Authentic – Not Fake Fake </li></ul>
    13. 13. Our Learning - The Outcome - Different Technologies?
    14. 14. - And what do I mean by Technology <ul><li>Reduction of complexity, structural couplings between systems </li></ul><ul><ul><li>Performance Technologies </li></ul></ul><ul><ul><li>Biographic Technologies </li></ul></ul>
    15. 15. Performance Technologies: <ul><li>Logic of Rationality </li></ul><ul><li>Industrial Paradigm </li></ul>
    16. 16. Performance Technologies: <ul><li>From plurality to synonymy </li></ul><ul><li>Methodology well grounded - Easy to compare </li></ul><ul><li>Rutinized </li></ul><ul><li>Excluding themes, happenings, learning outside the given methodology </li></ul><ul><li>Top-Down </li></ul><ul><li>Context, complexity and conditions disappear </li></ul><ul><li>Negative constitutive effects </li></ul><ul><li>From Output/Process to Input-Output </li></ul>
    17. 17. Performance Technologies: <ul><li>The effort to establish predictability generates predictability </li></ul><ul><li>..including predictable pupils/learners </li></ul><ul><li>Doing the things right or doing the right things </li></ul>
    18. 18. Biographic Technologies <ul><li>Post Industrial </li></ul><ul><li>Inclusion through exclusion </li></ul><ul><li>The Subject(s)as criteria for assessment </li></ul><ul><li>Hyper-reflection </li></ul>
    19. 19. The Character of Competence <ul><li>Competence is not predictable and separated from actor, situation and context </li></ul><ul><li>But it is neither a subjective construction - it is a construction where the reflection and the action transforms the the observed </li></ul><ul><li>We can ’t say what competence is - we can say something about what we can say about competence </li></ul><ul><li>A bricollage of understandings rather than the pure competence </li></ul>
    20. 20. Emplotment <ul><li>Learning is not mathematics where the outcome /the result is equal to input and conditions </li></ul><ul><li>It should rather be seen as an understandable configuration of relations where we through a narrative structure generates meaning and understanding </li></ul><ul><li>This understanding also shows that it is our self who constructs order through action and reflection - rather than seeing competence as something hidden which we can feed through a process of peeling - competence is constructed </li></ul>
    21. 21. The Reflection Business <ul><li>Different kinds of reflection </li></ul><ul><li>The theoretical reflection - ”The souls reflection with itself” - self-objectification? </li></ul><ul><li>Measuring everything - plan-act-reflect??? </li></ul><ul><li>Reflection as a complex of thoughts, emotions and fantasy </li></ul><ul><li>Does the portfolio become a kind of modern performance technology (from extrinsic to intrinsic) </li></ul>
    22. 22. So on the one Hand: <ul><li>We have a modern discourse about rational self control </li></ul><ul><li>Another about expressive articulation </li></ul><ul><li>About rationality and emotion </li></ul><ul><li>System and individual </li></ul><ul><li>We need something: </li></ul>
    23. 23. On the other Hand <ul><li>We should focus on how WE build the world – Not on how we as individuals perform or feel </li></ul><ul><li>Our collaborative achievements </li></ul><ul><li>The collaborative sense making </li></ul>
    24. 24. Maybe: <ul><li>We should see the portfolio as a shield against reflection </li></ul><ul><li>We should see the portfolio as way to Connect (and Reflect) </li></ul>
    25. 25. Thank You <ul><li>Q and A </li></ul><ul><li>www.knowledgelab. dk </li></ul><ul><li>http://vidensemergens.blogspot.com/ </li></ul>

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