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Lecturers are better informed and skilled users of ePortfolio than their students - yeah right!

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Presentation by Lyn Lewis (AUT University, NZ) at Mahara Hui in Auckland, NZ, on 9 April 2015.

The recording is available at https://www.youtube.com/watch?v=TvYwVUwYaPs

Licensed under Creative Commons BY-SA 3.0.

Published in: Education
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Lecturers are better informed and skilled users of ePortfolio than their students - yeah right!

  1. 1. Lecturers  are  better  informed  and  skilled   users  of  eportfolio  than  their  students Yeah  right! Lecturers  are  better   informed  and  skilled   users  of  eportfolio   than  their  students.  
  2. 2. Context  of  the  Research  Project • Bachelor  of  Education  (primary)  in  School  of  Education  (AUT)   • 2013  research  project:  ePortfolio  and  curriculum  design:  Student  and   lecturer  perspectives   • 2x  Year  3  cohorts  (53  participants)  survey  questionnaire  and  focus  group:  In   which  papers  has  eportfolio  enhanced  (or  not)  your  learning?   • 6  lecturers  in  the  primary  programme:  survey  questionnaire  and  focus   group:    Have  any  papers  you  teach  been  enhanced  by  eportfolio  and  how   has  this  impacted  on  your  teaching?
  3. 3. Lecturer  experience  in  using  eportfolio • Two  initial  innovators  (2009)  –  one  controls  the  6  PIP  papers,  but  has  not   moved  beyond  eportfolio  as  tool;  the  other  no  longer  teaches  in  the   programme   • All  lecturers  teach  the  PIP  papers  which  continue  to  use  eportfolio  as   originally  designed  in  2009   • Two  papers  (2013)  in  which  eportfolio  was  developed  for  pedagogical   purposes  have  been  inherited  by  new  lecturers   Student  experience  in  using  eportfolio   • Had  used  eportfolio  for  5  semesters  and  in  8  papers   • Lectured  by  both  innovators  in  2  papers  each     • Had  2  lecturers  who  had  inherited  eportfolio  in  papers
  4. 4. Lecturer  perspectives  on  eportfolio   Survey  Question  posed ‘Yes’   response ‘No’   response Additional  comments Was  there  specific  design  of   learning  activities  to  support   the  use  of  eportfolio? 2 4 “the  assessment  had  already   been  designed  this  way” Did  you  offer  support  to   students? 2 3 “offered  some  advice”   Only  to  Y1  with  introduction Did  students  have  control   over  the  design  and  content   of  their  eportfolio? 5 1 Did  eportfolio  impact  on  your   teaching? 1 4 “minimal”   “design  of  multimedia  eport” Do  you  believe  that  eportfolio   in  your  paper  enhanced   student  learning? 1 3 “greatly  enhanced  through   motivation  and  presentation”   “no  impact”
  5. 5. Students’  perceived  views  on  lecturer’s   knowledge  and  skill  in  eportfolio  use 1. Students  identified  a  lack  of  staff  knowledge  and  skill  as  a   major  challenge  to  their  learning  through  eportfolio.   “passing the buck to a student ….’oh, can you show her how to use eportfolio’?” “not being able to flick the programme up on the big screen and saying ‘this is how you do it.’ Instead of going…mmm.. ask one of your peers … or early childhood students, ask primary students”
  6. 6. Students’  perceived  views  on  lecturer’s   knowledge  and  skill  in  eportfolio  use 2.  Clear  disconnect  in  the  perceptions  of  students  and  lecturers   regarding  the  pedagogical  aspects  of  eportfolio  to  enhance   learning.   “I  was  able  to  effectively  tell  a  story  of     achievement  through  uploading  pictures     and  little  captions.  I  learnt  to  interpret  and   create  meaning  through  a  selection  of     pictures.”    (student)   “the  eportfolio  easily  brings  everything  to  one  place     which  is  easily  accessible  and  portable”  (lecturer)
  7. 7. Students’  perceived  views  on  lecturer’s   knowledge  and  skill  in  eportfolio  use 3. Students  have  experience  of  crafting  their  own  eportfolios   whereas  lecturers  do  not  ‘own’  their  own  eportfolio.   “I think if the lecturers get on to it and actually use it themselves, they will understand how it works and then what they ask of us is actually doable … wouldn’t it be good for lecturers to take this on board and make up their own Mahara page where we can go and have access and see …what their journey is at the moment and what they’re passionate about “.  
  8. 8. The  Challenge! Can  we  sustain  the  level  of  student  learning  through  eportfolio  as   pedagogy,  if  current  staff  are  unable  to  match  their  student   understanding  of  eportfolio  purpose,  practice  and  skill  level?
  9. 9. What  does  the  literature  say  about  staff   professional  learning? Eynon,  Gambino  &  Tōrok  (2014):  Staff  professional  learning  is  one  of  the  most   significant  factors  in  effective  eportfolio  practice.  C2L  findings  suggest  that  campuses   that  paid  attention  to  sustained  professional  development  were  the  most  vibrant.   Wetzel  &  Strudler  (2006):    low  engagement  by  a  number  of  university  lecturers  due   to  incompatibility  between  beliefs  and  practices  about  learning  and  teaching  and   student-­‐centred  eportfolio  processes.  Students  reported  inconsistent  implementation   of  eportfolio  across  staff.   Joyes,  Grey  &  Harnell-­‐Young  (2010):  suggest  eportfolio  is  ‘disruptive’  –  unless  staff   understand  constructive  alignment  of  purpose,  learning  activity  design,  process  and   ownership,  eportfolio  will  remain  as  add-­‐on.
  10. 10. What  works:  How  to  motivate  staff? -­‐ Workshops  and  seminars?   -­‐ On-­‐line  tutorials?   -­‐ Sharing  staff  research  on  eportfolio  to  inform  programme  review?   -­‐ Inquiry  into  learning  and  teaching  to  encourage  reflective  practice  through   staff  IDP/Appraisal  eportfolios?   -­‐ Get    lecturers  to  appraise  student  eportfolios  –  shift  focus  from  teaching-­‐ focussed  conversation  to  a  focus  on  student  learning  (particularly   integrated  learning)?   -­‐ What  else?

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