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Using ePortfolios for Integrated Learning

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Presentation at Mahara Hui 2017 by Diani Gedera, Stephen Bright and Anthea Fester (University of Waikato) in Auckland, New Zealand, on 7 April 2017.

YouTube presentation link can be found here: https://youtu.be/vZPj2opolmU

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Using ePortfolios for Integrated Learning

  1. 1. Using ePortfolios for Integrated Learning Dilani Gedera, Stephen Bright and Anthea Fester
  2. 2. Overview • Pedagogical underpinnings • EAP studies and ePortfolio use • Case study • The design • Process and implementation • Evaluation • Usability survey • Q&A
  3. 3. Pedagogical Underpinnings Social Constructivism and ePortfolios ● New knowledge as building upon the foundation of previous learning ● Context important in shaping learners’ knowledge development ● Learning as an active rather than passive process ● Language and other social tools in constructing knowledge ● Metacognition and evaluation as a means to develop learners’ capacity to assess their own learning ● Learning environment as learner-centred and stressing the importance of multiple perspectives ● Knowledge needing to be subject to social discussion, validation, and application in real world contexts (from Anderson & Dron, 2011)
  4. 4. Social Constructivism and Mahara Social constructivist themes Mahara eportfolio affordances new knowledge as building upon the foundation of previous learning the range of artefacts including reflection on evidence of learning can show progression in learning and skills over a longer period of time (e.g. multi-year undergraduate programmes) and much more comprehensively than a single assignment Context is critical in shaping learners’ knowledge development different eportfolio pages or collections can be contextualised for different purposes (e.g. teaching practicum report cf. human development assignment) learning as an active rather than passive process the eportfolio is student-centred, the student controls what is collected as evidence, who it is shared with, for how long, and what the other person(s) can view, and whether they can give feedback or not language and other social tools in constructing knowledge ability of the student to use a range of media - podcasts, video and images as well as written text as artefacts contributing to knowledge construction
  5. 5. Focus question Your turn for ideas … make connections with this social constructivist principle and Mahara affordances Knowledge needs to be subject to social discussion, validation, and application in real world contexts
  6. 6. EAP studies and ePortfolio use • Paucity of research on the use of ePortfolios in English for Academic Purposes (EAP) contexts in facilitating integrated learning, reflection & collaboration • Alawdat (2013) looked at learner gains - language proficiency, assessment, and technical skills • Baturaya & Daloglub (2010) looked at learner gains of using an ePortfolio for writing • Aygun & Aydin (2016) evaluated EFL students’ writing process and affordances of ePortfolio • Current study: the use of ePortfolios in an EAP context to facilitate integrated learning, reflection and collaboration
  7. 7. Case Study • ESLA 301-17A Academic text: Understanding Meaning • Understanding of meaning in academic listening and reading texts with a focus on theoretical and research-reporting content • Year 3 generic paper • Moodle LMS • 10 International students • Learning and showcase portfolio
  8. 8. The Design • Influenced by Social Constructivism • Redesigned assessments to facilitate: integrated learning collaboration peer feedback (oral/text) reflection • ePortfolio features Create pages for each assignment Journal share page comment
  9. 9. The Design Example- Assignment 4: Presentation, evaluation and feedback • Complete a language focus practical analysis • Oral Presentation (screencast) • Peer feedback (oral/text) • Self-evaluation & reflection
  10. 10. Process and Implementation • Sample ePortfolio • Workshops • Ongoing support
  11. 11. Evaluation Aim To evaluate the use of ePortfolios in facilitating integrated learning, reflection and collaboration in an EAP tertiary context Ethical approval Methods • Online survey (Google form) • Semi-structured interviews with the students • Document analysis (students’ ePortfolios) • Usability survey
  12. 12. Usability Survey usability survey results similarities and differences between surveys (with other groups)
  13. 13. Questions

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