Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
Yhteisöllinen oppiminen henkilökohtaisissa oppimisympäristöissä – ePortfolion pilottikäyttö Viron opettajankoulutuksessa  ...
Web 2.0: radical personalisation <ul><li>Decrease of institutionalisation in Web content management </li></ul><ul><li>Dist...
Personal Learning Environment <ul><li>PLE: a concept promoted by Scott Wilson </li></ul><ul><li>“ a collection of free, di...
 
E-portfolio as PLE <ul><li>E-portfolio: a collection of evidences (digital documents, artefacts, reflections, certificates...
 
OPAH project  in Tallinn University 2005-2007   <ul><li>Goal:  to support the teachers’ professional development by soluti...
Background information <ul><li>The goal of facilitating life-long learning and reflection among teachers is in line with t...
Learning as a social phenomenon <ul><li>Early theories on  social learning   ( Bandura ): people learn from each other thr...
Participation Reflection
 
Our concept of ePortfolio as PLE: DiPo
DiPo prototype: eportfoolio.opetaja.ee <ul><li>- Design principles:    * Balance: community / personal    * Scaffolding an...
Research  questions: <ul><li>What are the main challenges from social and personal aspects while implementing eportfolio i...
Pilot study: implementing DiPo   <ul><li>25 users in initial teacher education program </li></ul><ul><li>15 users in Teach...
From i nterviews : Personal aspects of learning in eportfolio:  Reflection as meaning-making <ul><li>Eportfolio provides a...
Social aspects of eportfolio: reflection as community building <ul><li>…  e portfolio  gives  an  opportunity and skill s ...
How can eportfolio support your learning? <ul><li>… .. helping to take the time. Usually the question of motivation is the...
Discussion and conclusions  <ul><li>The largest part of teachers’ professional knowledge of teachers is rather static and ...
Thank You! <ul><li>Please visit: </li></ul><ul><li>http://www.htk.tlu.ee/dipo </li></ul><ul><li>http://eportfoolio.opetaja...
Upcoming SlideShare
Loading in …5
×

E-portfolio in teacher education

898 views

Published on

My presentation in Turku conference

Published in: Education
  • Be the first to comment

  • Be the first to like this

E-portfolio in teacher education

  1. 1. Yhteisöllinen oppiminen henkilökohtaisissa oppimisympäristöissä – ePortfolion pilottikäyttö Viron opettajankoulutuksessa Mart Laanpere Tallinnan yliopiston opetusteknologiakeskuksen johtaja Mart. [email_address] .ee
  2. 2. Web 2.0: radical personalisation <ul><li>Decrease of institutionalisation in Web content management </li></ul><ul><li>Distributed discussions: from forum to blog </li></ul><ul><li>“ Hip-hop approach” to Web publishing: rip, mix and share </li></ul><ul><li>Identity construction and profile-based services </li></ul><ul><li>Personal ontologies: tagging, folksonomy </li></ul>
  3. 3. Personal Learning Environment <ul><li>PLE: a concept promoted by Scott Wilson </li></ul><ul><li>“ a collection of free, distributed, web-based tools, usually centred around a blog, linked together and aggregating content using RSS feeds and simple HTML scripts ” (FitsGerald) </li></ul><ul><li>Impact of Web2.0 to VLE: PLE as LMS-killer </li></ul><ul><li>PLE: a concept or a tool? </li></ul><ul><li>Plex: http://www.reload.ac.uk/plex </li></ul>
  4. 5. E-portfolio as PLE <ul><li>E-portfolio: a collection of evidences (digital documents, artefacts, reflections, certificates) that are collected and managed by user </li></ul><ul><li>Implementation in teacher education: planning, documenting, reflecting upon activities related to profesional growth </li></ul><ul><li>Multiple views for different audiences </li></ul><ul><li>Software: ELGG, Mahara, PebblePad </li></ul>
  5. 7. OPAH project in Tallinn University 2005-2007 <ul><li>Goal: to support the teachers’ professional development by solutions of ePortfolio and to develop the competences of lecturers and teachers in educational technology through all three levels of teacher education – initial training, induction year and continuing education. </li></ul><ul><li>Funded by ESF (European Social Fund) </li></ul><ul><li>Partners: 2 main teacher trainers universities, ministry of education, teachers’ union </li></ul>
  6. 8. Background information <ul><li>The goal of facilitating life-long learning and reflection among teachers is in line with the visions of policy papers about teacher education </li></ul><ul><li>Teacher education and accreditation reform in Estonia: a competency-based approach </li></ul><ul><li>E-portfolio should be provided to every teacher as a free service , not bound to any institution </li></ul>
  7. 9. Learning as a social phenomenon <ul><li>Early theories on social learning ( Bandura ): people learn from each other through observation, imitation, modeling </li></ul><ul><li>C ommunities of practice ( Lave & Wenger ) </li></ul><ul><li>Sharing reflections: social negotiation of meaning </li></ul><ul><li>Bereiter: learning in “belief mode” and “design mode” </li></ul><ul><li>Paradox: facilitating social learning in Personal Learning Environment </li></ul>
  8. 10. Participation Reflection
  9. 12. Our concept of ePortfolio as PLE: DiPo
  10. 13. DiPo prototype: eportfoolio.opetaja.ee <ul><li>- Design principles:   * Balance: community / personal   * Scaffolding and fading   * Participatory design, involving users   * Open source software, based on Plone CMS * Standards (IMS eP, RDCEO, EuroPass) - Components of DiPo:   * Blog   * CV (EuroPass)   * Competency manager   * Task manager: structured and open assignments   * Shared area for your group (feed aggregator)   * Drawer: file storage </li></ul>
  11. 14. Research questions: <ul><li>What are the main challenges from social and personal aspects while implementing eportfolio in teacher education? </li></ul><ul><li>What kind of scaffolding do the users of ePortfolio need? </li></ul><ul><li>H ow can design of environment balance social and personal aspects of learning in ePortfolio? </li></ul>
  12. 15. Pilot study: implementing DiPo <ul><li>25 users in initial teacher education program </li></ul><ul><li>15 users in Teach First program </li></ul><ul><li>80 users in the induction year program </li></ul><ul><li>Over 200 users trained during various in-service teacher training courses </li></ul><ul><li>Semi- structured interview with novice teachers’ groups (11) and Teach First group (6) in May 2007. </li></ul>
  13. 16. From i nterviews : Personal aspects of learning in eportfolio: Reflection as meaning-making <ul><li>Eportfolio provides a good opportunity for analysing one’s teaching and reviewing it later, providing continuity in development </li></ul><ul><li>It provides an opportunity to discuss critical situations and acts occasionally as stress release. I often consider only later what I have done. In theory I may know the right thing to do but my reactions are the same as the ones I experienced during my own schooling. </li></ul><ul><li>The idea of eportfolio is that it is kept. Years later I can check what I have done and if I still make the same mistakes or not. </li></ul>
  14. 17. Social aspects of eportfolio: reflection as community building <ul><li>… e portfolio gives an opportunity and skill s to share your experience and get feedback from others as well as from the mentor </li></ul><ul><li>Sharing your problems helps to see things better and find solutions. </li></ul><ul><li>It supports the communication between teachers. I would very much like to know what my older colleagues think. It makes it easier to adjust to the teaching team. </li></ul><ul><li>I think that reflection takes place all the time. There are different methods. Another thing is to record the thoughts. It helps me a lot if I can get feedback from my peers or someone says that she has the same problem. Sharing is very important… </li></ul>
  15. 18. How can eportfolio support your learning? <ul><li>… .. helping to take the time. Usually the question of motivation is the most critical one. If the relationship with the mentor is trusting enough, she helps to think and says: take the 15 minutes and put it down. There is someone who “holds my hand” throughout the process. </li></ul><ul><li>… .If I were in it (teacher training) from the beginning I would be used to it. </li></ul><ul><li>… Mentor has a lot of influence. When I get written feedback it motivates to reflect. </li></ul>
  16. 19. Discussion and conclusions <ul><li>The largest part of teachers’ professional knowledge of teachers is rather static and conservative, need for collaborative knowledge creation in ‘design mode’ </li></ul><ul><li>Three approaches to social knowledge-creation: </li></ul><ul><ul><li>Nonaka&Takeuchi: team learning (tacit > explicit knowledge) </li></ul></ul><ul><ul><li>Engeström: activity systems, activity patterns </li></ul></ul><ul><ul><li>Bereiter: collaborative knowledge building, resulting with Knowledge Objects </li></ul></ul><ul><li>Follow-up research: how to scaffold collaborative knowledge building of novice teachers using ePortfolio ? </li></ul>
  17. 20. Thank You! <ul><li>Please visit: </li></ul><ul><li>http://www.htk.tlu.ee/dipo </li></ul><ul><li>http://eportfoolio.opetaja.ee </li></ul>

×