Eportfolio09 Austria - Didactical challenges

E-Portfolio in Higher Education:
Definition & Applications

Hilzensauer & Schaffert (2009): E-Portfolios: Didactical Challenges for HEI

E-Portfolios: Didactical Challenges
for Higher Education
July 2nd, 2009
A Workshop at the International Conference
“The Potential of E-Portfolios in Higher Education”
University of Economics and Business Administration, Vienna

Wolf Hilzensauer & Sandra Schaffert, Salzburg Research

Wolf Hilzensauer & Sandra Schaffert 2009
http://creativecommons.org/licenses/by/3.0/de/

Who we are and what we plan to do today


Who we are…


E-Portfolio …

08/2006-07/2008 EU Project MOSEP

10-2007: Study for
Practitioners in Schools &
career counselling

10/2007: ePortfolio Training Course for Teachers
6-2007: Study for
Practitioners
in HEIs (in German)

… and what about you?

your interest
your e-portfolio expertise
•as learner
•as tutor
•study programme directors
•researcher
•in any other way

http://www.flickr.com/photos/dhammza/88536167/


Opening Joke


Why is learning with e-portfolio better than sex?
• If you are not sure, what you are doing,
you can always ask your tutor.
•With a coffee you can do it the whole day (and night)

photo: Matthias Pastwa, http://www.flickr.com/photos/mpastwa/3441707765/sizes/o/
Idea: thanks to Prof. Terry Anderson for his inspiration!
http://www.slideshare.net/terrya/design-based-research-new-research-paradigm, p.3


What is an E-Portfolio?

| An e-portfolio is a digital collection of skilfully completed works of a
particular person (= lat. artefacts).

| Its purpose is to document and represent the product (knowledge) and the
process (learning curve/increase of knowledge) of a person's achieved
competencies within a specific time period and towards a particular
learning goal.

| The person has to decide which artefacts he/she wants to include and how
to organise them in relation to his/her learning goal.

| As the owner of the e-portfolio, the person has full control of who is able to
see what kind of information of his/her e-portfolio, how much information
and at what specific time.
(Hilzensauer & Hornung-Prähauser 2006)


E-Portfolio Processes



Four different applications of e-portfolio in HEI

Source: Hornung-Prähauser, Geser, Hilzensauer & Schaffert 2007,39


Exemplary realisation within one seminar
(Media competencies seminar at the University Vienna)

see Römmer-Nossek, Peterson, Logar & Zwiauer 2007, p. 6


Didactical Challenges …


Micro and macro didactical challenges

technical infrastructure
(soft- and hardware)
feedback forms
design of examination
materials to support assessment regulations
reflection assignments criteria
staff
curricula
development teacher (tutor)/student …
interaction

…
organisational
learning culture


Propositions for Quality in Teaching
(according to NBPTS, 2002)

| Teachers are committed to students and their learning.
| Teachers know the subjects they teach and how to teach
those subjects to students.
| Teachers are responsible for managing and monitoring
student learning.
| Teachers think systematically about their practice and learn
from experience.
| Teachers are members of learning communities.


Missing concrete descriptions
within the e-portfolio approach “
en hes
p
all „o roac
description gap: ng: l app
itti iona
f t
learning settings, d uca
e
concrete
assignments,
…



Learning something new:
Planning a Zoo


Your prior knowledge

What do you already know about planning of zoos?
What are your assumptions?
What are your preferences in the zoo?

Please take some notes

Source: http://www.infotheken.net/Zoo/plan0eng.gif


Assignment: Plan a zoo!
| Background:
| We are all members of a learning group within an e-portfolio process
| Our common learning goal is to get a better knowledge about keeping
of animals in zoos.
| For this we decided to plan a zoo and to document our learning steps
and results within our e-portfolio

| Why:
| To get a common learning experience, we want to give you a short
task: the development of a zoo plan.
| The explicite goal is to plan a zoo
| The inherent learning goal is to get a better knowledge about keeping
of animals in zoos.


Method

| Design based approach
| is an open educational practice (as group work or project
work), which could be a part of the learning process within
or parallel to a e-portfolio work
(ref. Heidrun Allert, Gabi Reinmann, Terry Anderson)


Discussion

What did you learn?

How can you document this learning processes
within your e-portfolio?



Peter Scott & Roddy Rube
Future Learning and the importance of assessment and reflection

See the interview @ http://monstery.wordpress.com


Assessment within the e-portfolio work


Fair assessment …

Quelle: http://e-campus.uibk.ac.at/planet-et-fix/M5/Pictures/baum_klettern_pruefung.gif


Group Work

After some weeks of planning the zoo, your learning
progress, your learning results and competencies
about keeping of animals in zoos will be
assessed.

Please discuss (take some notes on moderation cards)
about the criteria: According to which criteria
should (or could) your e-portfolio be assessed?“



Why is assessment important?

| fair assessment of competencies or learning outcomes is the
foundation for democratic society, where jobs and
opportunities are not a question of birth or money
| it is also needed to monitor and evaluate the learning
processes as feedback for learners and teachers
| it defines and directs the learning process directly and
indirectly as a “hidden curriculum”

| assessment is unloved, but important


It is important that …

| the learning goals and the assessment criteria fit together
| the assessment procedure and processes support and foster
the anticipated way of learning


Characteristics of assessment with e-portfolio
| A lot of preparation for the learner,
| Diverse materials (including reflection about learning)
| Subjective criteria, sometimes objective, class-wide criteria
| Rating and evaluation takes a long time and is – mostly –
subjective
| … portfolio can enable a more holistic, individual, learning
supportive assessment: “From the viewpoint of assessment,
the rationale for portfolios is clear: there are a number of
valuable activities and attainments that cannot be assessed
using the format of timed tests”
(McCusker, Pead & Ridgway, 2006 Report 10: Literature Review of e-assessment. Bristol: Future
Lab.).


Group Work

1) Find criteria: How should a teacher measure and assess
your e-portfolio if (s)he likes to support your future
learning progress? (FOR learning)

• Find criteria: How should a teacher measure and assess your
e-portfolio if (s)he likes to evaluate your learning outcomes ?
(OF learning)

3) Discuss the differences!



Assessment within e-portfolio should
be built on the following ideas

| The learner are involved and authorized to make own decisions concerning
their learning goals and learning
| The learners are involved in the development of assessment criteria and
rules
| The learners have a open space to bring in own interests or competencies
into the assessment situation
| The feedback of the assessment should be given in an appropriate and
appreciative manner, e.g. as a comment and not through marks.
| Peers should be involved in the assessment process


Assessing the mature of an e-portfolio
by Challis (2005)
| Selection of material (e.g. relevant – everything tied to the set purpose and
audience, carefully selected to make obvious specific points, no
unprocessed or trivial material)
| Level of reflection (e.g. reveals deep understanding, illustrated self-
awareness and growth, incorporates and is responsive to feedback from
others)
| Content (e.g. reveals considerable thought over a period of time, is
contextualized, reveals personality as well as thought, all text is accurately)
| Use of multi-media (enhances content and engages, appropriate and
purposeful, high quality audio/video, non-distracting)
| Design (e.g. uncluttered and elegant, graphics are in accord with portfolio’s
purpose and its creator, no distracting elements, connections are readily
made
| Navigation (e.g. clear- intuitive, allows users to select their own
pathway(s), fully hyperlinked).


http://www.flickr.com/photos/dhammza/253987999/sizes/l/

Group work: Lessons Learned…

Please list the most important things
about assessment within e-portfolio
work for a short presentation for the
other group


Fostering Reflection of Learning


John Dewey - Inquiry based learning

| Transfer experience from a primary level (practical
experience) through reflection on to a secondary level
(theoretical knwoledge).

| 5 stages:
| Primary experience through practical work
| Reflecting about the encountered problems
| Abstracting the findings and transfer to the secondary (theoretical)
experience
| Building of general hypothesis
| Evaluation by applying in a practical environment

David A. Kolb: Experiential Learning Cycle


Graham Gibbs – Reflective Cycle

| Description: What happened?
| Feelings: What were your reactions and feelings?
| Evaluation: What was good or bad about the
experience?
| Analysis: What sense can you make of the situation?
| Conclusions: (general) What can be concluded, in a
general sense, from these experiences and
the analyses you have undertaken?
| Conclusions: (specific) What can be concluded about
your own specific, unique, personal;
situation or way of working?
| Personal action plans: What are you going to do differently in
this type of situation next time?

What was one
concrete experience
during the planning
of the zoo?



Reflection on three levels:

| Reflection on the learning material & content
| What did I learn? What are the associated facts? What further information do I need in
order to understand a certain circumstance?

| Reflection on the learning action
| How do I get teh relevant information? Which steps do I have to plan in order to be
successful with my tasks? Which methods do I choose ikn order to fulfil my tasks?

| Reflection on the learning ability
| Reflection about the learning process as such!
| How do I learn generally? What are my concrete experiences with my individual learning
processes?What patterns can I distinguish, what are the accompanying problems, what is
helpful?


Try to classify your
Reflections on the
3 levels
•Learning content
•Learning action
•Learning ability



http://www.flickr.com/photos/dhammza/253987999/sizes/l/

Group work: Lessons Learned…

Please list the most important things
about reflection of learning within e-
portfolio work for a short presentation
for the other group


Macrodidactical Challenges


Macrodidactical Challenges I
(based on Lorenzo and Ittelson, Educause)

| ADOPTION
| ePortfolio and teaching methods, strategies and goals in your institution,
| availiable resources, both human and material (in terms of skills and numbers)
| strategic development plan of your institution

| HARDWARE AND SOFTWARE
| interoperability and integration with other software systems (CMSs, databases and the
like)
| servers performance and data back-ups
| technologies which support portable portfolio


| Screenshot von deiner softwareanalyse …


Eportfolio09 Austria - Didactical challenges

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