"PLEs and E-Portfolios –  is this the future of education?" Working with E-Portfolios  at school
My situation at school <ul><li>Not flying with the eagles but bound to scratch with the chicken </li></ul><ul><li>Trying t...
 
21st Century Learning <ul><li>formal learning ? </li></ul><ul><li>non-formal learning ? </li></ul><ul><li>informal learnin...
Has learning changed? <ul><li>Teachers want ready-made courses </li></ul><ul><li>Teachers decide on content </li></ul><ul>...
Change we need.. <ul><li>in teaching and learning </li></ul><ul><li>In school curricula </li></ul><ul><li>Self dependent, ...
Digital Natives ?????
Students need… <ul><li>Scaffolding by tutors </li></ul><ul><li>a structured workspace </li></ul><ul><li>to become responsi...
My approach to change… <ul><li>Win the  students  for new forms of learning </li></ul><ul><li>Use and enhance their  digit...
think before you post
Chat rooms
eMails
social networking
ePortfolio Lernplattform <ul><li>Gehört dem  Schüler </li></ul><ul><li>Schüler bestimmt Layout </li></ul><ul><li>Schüler b...
<ul><li>Ziel und Zweck des Portfolios klären </li></ul><ul><li>Technik und Medien vorbereiten </li></ul><ul><li>Blog(s) ei...
Process  Product *) <ul><li>Chronological </li></ul><ul><li>Documenting of learning </li></ul><ul><li>Thematic </li></ul><...
Choosing the bits and pieces
Mahara features <ul><li>User decides on layout and content </li></ul><ul><li>Elements of Portfolios = Artefacts </li></ul>...
Leistungsbewertung <ul><li>punktuell, begrenzte (vordefinierte) Bedingungen  </li></ul><ul><li>Produkt-Bewertung  </li></u...
Beispiele Lehrer <ul><li>MOSEP Blog Sigi </li></ul><ul><li>Rückblick auf 2008  -Sigi </li></ul><ul><li>21st  Century   Lea...
Students‘ examples <ul><li>J-Music von Monja </li></ul><ul><li>Fleischfressende Pflanzen von Denise   </li></ul><ul><li>Sa...
Cristina Costa on teaching <ul><li>Good and bad teaching  </li></ul><ul><li>is not associated  </li></ul><ul><li>with the ...
Author <ul><li>Sigi Jakob-Kühn, OStR‘in </li></ul><ul><li>Heinrich-Lanz-Schule II </li></ul><ul><li>Mannheim </li></ul><ul...
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E Portfolio Mit Mahara Ort 09 (Pp Tminimizer)

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Presentation on EPortfolios in schools

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  • E Portfolio Mit Mahara Ort 09 (Pp Tminimizer)

    1. 1. &quot;PLEs and E-Portfolios – is this the future of education?&quot; Working with E-Portfolios at school
    2. 2. My situation at school <ul><li>Not flying with the eagles but bound to scratch with the chicken </li></ul><ul><li>Trying to spread my wings to get off the ground </li></ul><ul><li>Fighting all the fences around </li></ul><ul><li>Trying to find other chicken for take off </li></ul><ul><li>Teaching the young chicks to spread their wings </li></ul>
    3. 4. 21st Century Learning <ul><li>formal learning ? </li></ul><ul><li>non-formal learning ? </li></ul><ul><li>informal learning ? </li></ul><ul><li>face-to-face learning ? </li></ul><ul><li>distance learning ? </li></ul><ul><li>blended learning ? </li></ul>CONFUSION
    4. 5. Has learning changed? <ul><li>Teachers want ready-made courses </li></ul><ul><li>Teachers decide on content </li></ul><ul><li>Teachers use „push“ techniques </li></ul><ul><li>Teachers need to control e.th. </li></ul><ul><li>Teachers need to assess the outcome </li></ul><ul><li>Virtual classroom = copy of schoolbook </li></ul>Old Learning NO CHANGE
    5. 6. Change we need.. <ul><li>in teaching and learning </li></ul><ul><li>In school curricula </li></ul><ul><li>Self dependent, reflexive learning </li></ul><ul><li>Changing role of teachers </li></ul><ul><li>Acceptance and support by school authorities </li></ul><ul><li>Training of teacher students </li></ul>
    6. 7. Digital Natives ?????
    7. 8. Students need… <ul><li>Scaffolding by tutors </li></ul><ul><li>a structured workspace </li></ul><ul><li>to become responsible for their learning </li></ul><ul><li>to communicate </li></ul><ul><li>to learn how to work in a team </li></ul><ul><li>to learn how to give feedback to their peers </li></ul>
    8. 9. My approach to change… <ul><li>Win the students for new forms of learning </li></ul><ul><li>Use and enhance their digital skills </li></ul><ul><li>Let them choose their way of showing their skills </li></ul><ul><li>Get them involved </li></ul><ul><li>Give them topics they are interested in </li></ul><ul><li>Make them reflect about their learning </li></ul>
    9. 10. think before you post
    10. 11. Chat rooms
    11. 12. eMails
    12. 13. social networking
    13. 14. ePortfolio Lernplattform <ul><li>Gehört dem Schüler </li></ul><ul><li>Schüler bestimmt Layout </li></ul><ul><li>Schüler bestimmt Ziele </li></ul><ul><li>Schüler bestimmt Inhalte </li></ul><ul><li>Feedback Schüler +Lehrer </li></ul><ul><li>Schüler bestimmt Freigabe </li></ul><ul><li>Gehört der Klasse </li></ul><ul><li>Lehrer bestimmt Layout </li></ul><ul><li>Lehrer bestimmt Ziele </li></ul><ul><li>Lehrer bestimmt Inhalte </li></ul><ul><li>Feedback durch Lehrer </li></ul><ul><li>Lehrer bestimmt Abgabe </li></ul>Perfekt im Doppelpack! SCENE
    14. 15. <ul><li>Ziel und Zweck des Portfolios klären </li></ul><ul><li>Technik und Medien vorbereiten </li></ul><ul><li>Blog(s) einrichten </li></ul><ul><li>Inhalte (Artefakte) sammeln </li></ul><ul><li>Ansicht erstellen </li></ul><ul><li>Freigabe der Ansicht </li></ul><ul><li>Feedback einholen </li></ul><ul><li>Einreichen der Ansicht </li></ul><ul><li>Bewertung der Ansicht/ der Arbeit </li></ul>Scenario of an ePortfolio-Project
    15. 16. Process Product *) <ul><li>Chronological </li></ul><ul><li>Documenting of learning </li></ul><ul><li>Thematic </li></ul><ul><li>Documenting of achievement </li></ul>*) Helen Barrett : Lifelong and Life-Wide Portfolios Working Portfolio Presentation Portfolio Example Example
    16. 17. Choosing the bits and pieces
    17. 18. Mahara features <ul><li>User decides on layout and content </li></ul><ul><li>Elements of Portfolios = Artefacts </li></ul><ul><li>Artefacts: Blogs, texts, pictures, documents, audios, videos, etc… </li></ul><ul><li>Web 2.0 Elements – slideshare, podcasts, videos, albums….. </li></ul><ul><li>Composing Artefacts = View </li></ul><ul><li>Unlimited number of views </li></ul><ul><li>View: focussed on viewer and purpose </li></ul><ul><li>Individual publishing of views: single user, groups, peers,community, public </li></ul><ul><li>Time limited publishing for each single view </li></ul>
    18. 19. Leistungsbewertung <ul><li>punktuell, begrenzte (vordefinierte) Bedingungen </li></ul><ul><li>Produkt-Bewertung </li></ul><ul><li>abschließend, feststellend </li></ul><ul><li>einmalig, Zeitpunkt festgelegt </li></ul><ul><li>eine einzelne Lehrperson </li></ul><ul><li>danach: die Note weist den erreichten Leistungsstand aus </li></ul><ul><li>statische Bewertung </li></ul><ul><li>längerfristige Erarbeitung des Leistungsnachweises </li></ul><ul><li>Produkt- und Prozessbewertung </li></ul><ul><li>lernbegleitend, lernsteuernd </li></ul><ul><li>wiederholbar, Zeitpunkte offen </li></ul><ul><li>mehrere Personen </li></ul><ul><li>die geleistete Arbeit (Portfolio) verkörpert den Leistungsstand </li></ul><ul><li>dynamische Bewertung </li></ul>Herkömmliche Bewertung Bewertung mit ePortfolios Quelle: PH Freiburg PDF: Herkömmliche Leistungsabforderungen
    19. 20. Beispiele Lehrer <ul><li>MOSEP Blog Sigi </li></ul><ul><li>Rückblick auf 2008 -Sigi </li></ul><ul><li>21st Century Learning – Sigi </li></ul><ul><li>Projekt Berufsfindung und Bewerbung </li></ul><ul><li>MOSEP- Helge </li></ul><ul><li>Workshop E-Portfolio Sigi </li></ul>
    20. 21. Students‘ examples <ul><li>J-Music von Monja </li></ul><ul><li>Fleischfressende Pflanzen von Denise </li></ul><ul><li>Safety on the Internet von Sunny </li></ul><ul><li>Praktikumsbericht von Steffen (blogs) </li></ul><ul><li>Praktikumsbericht Sebastian (blogs) </li></ul><ul><li>Projektarbeit von Jens </li></ul><ul><li>Photoshop Tutorial – Etienne </li></ul><ul><li>Photoshop Tutorial Denise </li></ul><ul><li>Jobs and Career von Fabian </li></ul><ul><li>Jobs and Career von Denise </li></ul><ul><li>Alle Beispiele sind nicht perfekt!! </li></ul>
    21. 22. Cristina Costa on teaching <ul><li>Good and bad teaching </li></ul><ul><li>is not associated </li></ul><ul><li>with the use of technology </li></ul><ul><li>or the lack of it – </li></ul><ul><li>it has to do </li></ul><ul><li>with how much the individual </li></ul><ul><li>is willing to put into it. </li></ul>
    22. 23. Author <ul><li>Sigi Jakob-Kühn, OStR‘in </li></ul><ul><li>Heinrich-Lanz-Schule II </li></ul><ul><li>Mannheim </li></ul><ul><li>[email_address] </li></ul>

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