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ICL08: Bisovsky & Schaffert: E-Portfolio & Adult Education

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Slides to our paper: Bisovsky, Gerhard & Schaffert, Sandra (2008). Learning and teaching with E-Portfolios: Experiences in and Challenges for Adult Education. Full paper in the Proceedings of the Interactive Computer Aided Learning Conference (ICL) in Villach (24-26 September 2008)

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ICL08: Bisovsky & Schaffert: E-Portfolio & Adult Education

  1. 1. Learning and teaching with E-Portfolios: Experiences in and Challenges for Adult Education presented at the ICL Conference, 24 th September 2008 by Dr. Gerhard Bisovsky, Die Wiener Volkshochschulen GmbH, Austria & Dr. Sandra Schaffert, Salzburg Research, Austria
  2. 2. E-portfolio in schools and universities … … nearly everything is said ;-) http://www.flickr.com/photos/wadefromoklahoma/2330247929/
  3. 3. … but what‘s about e-portfolio work in adult education? http://www.flickr.com/photos/davidroethler/2295975258 /
  4. 4. Agenda <ul><li>What‘s adult education and what‘s special about it? </li></ul><ul><li>What do we know about teacher (tutor) competences, needed to work with e-portfolios? </li></ul><ul><li>How did we identify needed competencies for adult educators working with e-portfolios? </li></ul><ul><li>So … what’s new, what’s next? </li></ul>
  5. 5. What‘s adult education … and what‘s so special about it?
  6. 6. Adult education <ul><li>“ all forms of learning undertaken by adults after having left initial education and training, however far this process may have gone” (European Commission 2006) </li></ul>
  7. 7. Projects and initiatives dealing with (e-) portfolios in adult education <ul><li>the European Language Portfolio </li></ul><ul><li>A project with women after their family phase at the Open University UK ( Herman & Kirkup 2006) </li></ul><ul><li>the German ProfilPass initiative and instruments (DIE et al 2006) </li></ul><ul><li>the Austrian project “Du kannst was” (Bauer 2007) </li></ul>http://www.flickr.com/photos/21706937@N04/2105881550/
  8. 8. Advertisement for the ProfilPASS: „ You know more than you think.“ http://www.profilpass-online.de/
  9. 9. e-portfolio in adult education <ul><li>Deals with the stengthening of self organised learning activities </li></ul><ul><li>Is often dealing with the idea to identify or assess informal learning activities </li></ul><ul><li>Is often used for non-employed persons </li></ul><ul><li>Can give sense to low educated people </li></ul>
  10. 10. What do we know about teacher (tutor) competences, needed to work with e-portfolios?
  11. 11. Is technical competence important? Equipment used to capture evidence for an ePortfolio by JISC http://www.flickr.com/photos/rscnorthwest/2755824087/
  12. 12. Teacher in schools, using e-portfolio should be able to … <ul><li>“ provide technical support, </li></ul><ul><li>organize the contexts and communities of learning, </li></ul><ul><li>formulate organisational objectives, </li></ul><ul><li>facilitate the structure of portfolio contents, </li></ul><ul><li>facilitate reflection, </li></ul><ul><li>guide and monitor the students advancement through the integral cycle of investigative learning, </li></ul><ul><li>help in the evidence of competences, </li></ul><ul><li>support planning, </li></ul><ul><li>interact an conduct conversation with the students, </li></ul><ul><li>plan an assess the overall process“ (Attwell 1997) </li></ul>
  13. 13. But … <ul><li>What makes a good e-portfolio teacher in adult education? </li></ul>
  14. 14. Some hypothesis … <ul><li>As a teacher/tutor working [with e-portfolio] in adult education </li></ul><ul><ul><li>You deal with adults who pay for the course and expect success </li></ul></ul><ul><ul><li>You deal more often with motivated people </li></ul></ul><ul><ul><li>You have to do with people with minor experiences in using computer and internet </li></ul></ul><ul><ul><li>Informal learning plays an important role in adult learning </li></ul></ul><ul><ul><li>Adult learners have different experiences and backgrounds (learning, occupation, daily life, …) </li></ul></ul><ul><ul><li>The learner‘s abilities to work with self organised learning methods could, but have not to be better </li></ul></ul>
  15. 15. How did we identify needed competencies for adult educators working with e-portfolios?
  16. 16. Institutional background <ul><li>Adult Education Centres in Vienna </li></ul><ul><li>Die Wiener Volkshochschulen GmbH (a non profit limited liability corporation) </li></ul><ul><li>Programme oriented towards the European Key Competences for Lifelong Learning </li></ul><ul><li>Dezentralisation & centralisation </li></ul><ul><li>18 centres & 4 competence centres </li></ul><ul><ul><li>Languages </li></ul></ul><ul><ul><li>Migration </li></ul></ul><ul><ul><li>Active citizenship </li></ul></ul><ul><ul><li>Learning with the media of the information society </li></ul></ul>
  17. 17. Concept of our study <ul><li>Bottom-up view, what do teachers need? </li></ul><ul><li>4 experts from the adult education centres [experienced (e-) portfolio trainers] </li></ul><ul><li>1 ICT-Teacher, 3 Language Teachers </li></ul><ul><li>3 female, 1 male, 40 + </li></ul><ul><li>Focused interviews, transcripts </li></ul><ul><li>Arrangement of the listed, explained and emphasised competences and abilities according to the UK-FENTO standards ( http://www.aptt.freeuk.com/articles/FENTO991.pdf ) </li></ul>
  18. 18. Key areas (FENTO Standard)
  19. 19. Arrangements <ul><li>Knowledge </li></ul><ul><li>Skills </li></ul><ul><ul><li>Didactical skills </li></ul></ul><ul><ul><li>Social skills </li></ul></ul><ul><ul><li>Reflective skills </li></ul></ul><ul><li>Attitudes </li></ul>
  20. 20. E-Portfolio related knowledge , skills, attributes <ul><li>To guarantee standards </li></ul><ul><li>Learners types </li></ul><ul><li>Learning styles </li></ul><ul><li>Learning techniques </li></ul><ul><li>Providing institution: community, culture </li></ul>
  21. 21. E-Portfolio related knowledge , skills , attributes <ul><li>Didactical skills </li></ul><ul><ul><li>Learning guidance, supporting learners </li></ul></ul><ul><ul><li>Imparting learning goals and objectives </li></ul></ul><ul><ul><li>Beginners situations, final situations </li></ul></ul><ul><ul><li>Transparency </li></ul></ul><ul><ul><li>Feedback in time, online feedback </li></ul></ul><ul><ul><li>Evaluation of learners‘ competences </li></ul></ul><ul><ul><li>Monitoring tuition, mentoring teachers </li></ul></ul>
  22. 22. E-Portfolio related knowledge , skills , attributes <ul><li>Social skills </li></ul><ul><ul><li>Communication, rhetorics </li></ul></ul><ul><ul><li>Conflict management </li></ul></ul><ul><ul><li>Moderation techniques </li></ul></ul><ul><ul><li>Organisational competences </li></ul></ul><ul><ul><li>Time management </li></ul></ul><ul><ul><li>Team competence </li></ul></ul><ul><ul><li>Coaching learners </li></ul></ul><ul><ul><li>Leading groups </li></ul></ul><ul><ul><li>Evaluation of learning in a sensible way </li></ul></ul><ul><ul><li>Coping with emotions </li></ul></ul>
  23. 23. E-Portfolio related knowledge , skills , attributes <ul><li>Reflective skills </li></ul><ul><ul><li>Learning by doing </li></ul></ul><ul><ul><li>To reflect and to change </li></ul></ul><ul><ul><li>Own role, boundaries between teachers and learners </li></ul></ul><ul><ul><li>Coping with differences </li></ul></ul><ul><ul><li>Openess for corrections and self-critics </li></ul></ul>
  24. 24. E-Portfolio related knowledge, skills, attributes <ul><li>To appreciate learners </li></ul><ul><li>To like people and his/her learners </li></ul><ul><li>To live authentically what has to be taught </li></ul><ul><li>Treat people respectfully </li></ul><ul><li>Encourage the self-esteem </li></ul><ul><li>To estimate learning </li></ul>
  25. 25. Conclusions, findings – Teachers‘ views and needs <ul><li>Experts knowledge as a basis for professional teaching </li></ul><ul><li>Technical questions and competences as a matter of course </li></ul><ul><li>Didactical and methodological competences </li></ul><ul><li>Personel and social skills, attitudes </li></ul><ul><li>The work with the [e-] portfolio is an attribute, it is an appreciation of learners. </li></ul>
  26. 26. So … what’s new, what’s next?
  27. 27. Expectations towards teacher training <ul><li>Possibilites for exchange </li></ul><ul><li>To enable reflection </li></ul><ul><li>Professional mentoring </li></ul><ul><li>E-Portfolios as a tool for professional development </li></ul>
  28. 28. Next steps … <ul><li>Investigation on the use of e-portfolios in adult education/adults‘ learning </li></ul><ul><li>Modifying the MOSEP tutorials to requirements of adult education </li></ul><ul><li>Strategic developments and planning </li></ul>
  29. 29. Institutional strategies (Volkshochschule Wien) … <ul><li>Bottom up: work out an e-portfolio model with teachers, clear commitments </li></ul><ul><li>Top down approach: e-portfolio model for the (pedagogical) staff, clear commitments </li></ul><ul><li>Modification of train the trainer courses: working with computers, internet and (e-) portfolios as an integral part </li></ul><ul><li>Strategic planning, professionalisation, standardisation (NQF) & diversity of learners and learning contexts </li></ul>
  30. 30. Thank for your attention! <ul><li>Dr. Gerhard Bisovsky </li></ul><ul><ul><li>Die Wiener Volkshochschulen GmbH, Volkshochschule Meidling </li></ul></ul><ul><ul><li>Kompetenzzentrum „Lernen mit den Medien der Informationsgesellschaft“ </li></ul></ul><ul><ul><li>Längenfeldgasse 13-15, 1120 Wien, Austria </li></ul></ul><ul><ul><li>[email_address] </li></ul></ul><ul><li>Dr. Sandra Schaffert </li></ul><ul><ul><li>Salzburg Research Forschungsgesellschaft </li></ul></ul><ul><ul><li>Jakob Haringer Str. 5, 5020 Salzburg, Austria </li></ul></ul><ul><ul><li>[email_address] </li></ul></ul>
  31. 31. References <ul><li>This presentation is based on our full paper: Bisovsky, Gerhard & Schaffert, Sandra (2008). Learning and teaching with E-Portfolios: Experiences in and Challenges for Adult Education. Full paper in the Proceedings of the Interactive Computer Aided Learning Conference (ICL) in Villach (24-26 September 2008) – a preliminary version is available via: http://sandra.schaffert.ws/?p=121 </li></ul><ul><li>Attwell, Graham (1997): New roles for vocational education and training teachers and trainers in Europe: a new framework for their education. In: Journal of European Industrial Training. Vol. 21, Issue 6/7, p. 256-265. </li></ul><ul><li>Bauer, Fritz (2007): DU kannst was! In: Tagungsband Du kannst was: http://www.land-oberoesterreich.gv.at/cps/rde/xbcr/SID-F9C0D1F1-01532F3D/ooe/BI_EB_Tagungsberich2007.pdf (18.9.2008) </li></ul><ul><li>Commission of the European Communities (2006): Communication from the European Commission. Adult learning: It is never too late to learn, Brussels. URL: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri =COM:2006:0614:FIN:EN:PDF (2008-06-26) </li></ul><ul><li>Deutsches Institut für Erwachsenenbildung (DIE), Deutsches Institut für Internationale Pädagogische Forschung (DIPF), Institut für Entwicklungsplanung und Strukturforschung (IES) (2006): ProfilPASS – Gelernt ist gelernt. Bielefeld: Bertelsmann. </li></ul><ul><li>Herman, Clem & Kirkup, Gill (2006): Returning to work, working to return: using ePortfolios to increase women’s employability in gender segregated occupations. In: Proceedings of the Conference “eStrategies for empowering learners” of EIfEL (European Institute for E-Learning) Oxford, 11.-13.Oktober 2006. </li></ul><ul><li>This presentation is based on our full paper: Bisovsky, Gerhard & Schaffert, Sandra (2008). Learning and teaching with E-Portfolios: Experiences in and Challenges for Adult Education. Full paper in the Proceedings of the Interactive Computer Aided Learning Conference (ICL) in Villach (24-26 September 2008) – a preliminary version is available via: http://sandra.schaffert.ws/?p=121 </li></ul><ul><li>Attwell, Graham (1997): New roles for vocational education and training teachers and trainers in Europe: a new framework for their education. In: Journal of European Industrial Training. Vol. 21, Issue 6/7, p. 256-265. </li></ul><ul><li>Bauer, Fritz (2007): DU kannst was! In: Tagungsband Du kannst was: http://www.land-oberoesterreich.gv.at/cps/rde/xbcr/SID-F9C0D1F1-01532F3D/ooe/BI_EB_Tagungsberich2007.pdf (18.9.2008) </li></ul><ul><li>Commission of the European Communities (2006): Communication from the European Commission. Adult learning: It is never too late to learn, Brussels. URL: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri =COM:2006:0614:FIN:EN:PDF (2008-06-26) </li></ul><ul><li>Deutsches Institut für Erwachsenenbildung (DIE), Deutsches Institut für Internationale Pädagogische Forschung (DIPF), Institut für Entwicklungsplanung und Strukturforschung (IES) (2006): ProfilPASS – Gelernt ist gelernt. Bielefeld: Bertelsmann. </li></ul><ul><li>Herman, Clem & Kirkup, Gill (2006): Returning to work, working to return: using ePortfolios to increase women’s employability in gender segregated occupations. In: Proceedings of the Conference “eStrategies for empowering learners” of EIfEL (European Institute for E-Learning) Oxford, 11.-13.Oktober 2006. </li></ul>

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