The document discusses personal learning environments and ePortfolios. It argues that while ePortfolios have potential, formal education only covers a small portion of lifelong learning. It then provides examples of how ePortfolios have been implemented successfully at Massey University to promote reflection and lifelong learning beyond formal courses. It concludes by arguing institutions must think strategically about blended learning to effectively integrate technology and promote a digital learning culture.

1. Personal Learning Environments: If ePortfolios are the Solution, then what is the Problem? Mark Brown Director, Teaching, Learning and Distance Education WITT July 22 nd , 2011

2. • Director, Teaching, Learning & Distance Education • Previous Coordinator of the Doctor of Education (EdD) • On original Steering Committee for Mahara • On several executive committees (ACiLiTE, DEANZ, DEHub,) • On several journal editorial boards ( Research in Learning Technology, Journal of Further and Higher Education, etc) • Current Horizon Report Board Member • Recipient of National Award for Sustained Excellence in Tertiary Teaching • Try to share some of my musings in “Pass the SoLT” [email_address] About Mark

3. http://tinyurl.com/solt-mbrown About Mark

4. LMS VLE Stream at Massey “ To provide an exceptional and distinctive experience for all students through a rich digital learning culture.”

5. MyPortfolio - Their place Stream - Our place Stream at Massey

6. Spot the Minister! Mahara is Award Winning

7. If ePortfolios are the Solution, then what is the Problem?

8. The ‘traditional’ learner • Pre-school • Primary • Secondary • Tertiary Education • Work • Course • Work • Course If ePortfolios are the Solution, then what is the Problem?

9. Tertiary education is all we focus on for approximatelty 4 out of 80 years? That is, 5% of lifelong! What % of all learning opportunities do we cover with our focus on formal tertiary education? The ‘traditional’ learner • Pre-school • Primary • Secondary • Tertiary Education • Work • Course • Work • Course If ePortfolios are the Solution, then what is the Problem?

10. If ePortfolios are the Solution, then what is the Problem?

11. If ePortfolios are the Solution, then what is the Problem?

12. There is a growing gap between how we learn informally and the way we design and offer formal learning. What does all this mean? If ePortfolios are the Solution, then what is the Problem?

13. 1. About Mahara 2. A Case Study in Practice 3. Thinking Strategically about Blended Learning If ePortfolios are the Solution, then what is the Problem?

14. While ePortfolios have tremendous potential their successful implementation in tertiary education is another matter. We may damage the mission of promoting life-long learning by restricting our thinking to formal institutional learning. If ePortfolios are the Solution, then what is the Problem? Central message…

15. 1. About Mahara

16. • Open source eportfolio - 2007 • Mahara ( Te Reo Māori for ‘think’ or ‘thought’) • Funded by New Zealand Government ($700,000) • Collaborative project led by Massey University • Learner ownership was the key driver and principle • Huge level of interest and significant international uptake • Designed to provide an environment for critical reflection and life-long learning 1. About Mahara

17. A bit about eportfolios… Wealth of literature supporting the use of eportfolios in education An eportfolio is an online collection of digital artifacts and reflections (e.g., images, lesson plans, assignments, feedback reports, etc) Provides more authentic and arguably valid evidence of learning Three main uses or categories of eportfolio: Development Institutional Showcase 1. About Mahara

18. Mahara is based on an Artefacts, Views and Access framework Views are a collection of any number of artefacts that exist in a student’s portfolio Students can create any number of ‘views’ and assign view access to any number of individuals, groups and/or communities as they wish Basic Framework… 1. About Mahara

19. A representation of the framework… 1. About Mahara

20. For example… 1. About Mahara

21. Unlimited Views 1. About Mahara

22. Development view… 1. About Mahara

23. Institutional view… 1. About Mahara

24. Showcase view… 1. About Mahara

25. 1. About Mahara

26. www.mahara.org Collect, Reflect, Select, Connect, Share 1. About Mahara

27. 2. Case Study in Practice

28. A Massey example… 2. Case Study in Practice “ Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers.

29. “ Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves” (Chickering & Gamson, 1987). 2. Case Study in Practice A Massey example…

30. An example from initial teacher education… 2. Case Study in Practice

31. Structural Framework Three Interdisciplinary Strands Context Content Professional Practice

32. ICT Inclusion Biculturalism Three Integrating Themes Structural Framework Context Content Professional Practice

33. ICT Inclusion Biculturalism Learning to be Learning to do Learning to know Learning to live together Context Content Professional Practice

34. Context Content ICT Inclusion Biculturalism Professional Practice Learning to be Learning to do Learning to Change Learning to know Learning to live together

35. Anchored around core questions… • What does it mean to be a teacher in a diverse but inclusive society? • What do students need to do to become literate citizens in a socially just democracy? • What do students need to know in an uncertain world needing to address future sustainability? • What does it mean to live in Aotearoa/New Zealand in today’s globalized world? • How can teachers help to change the education system to make it fair and socially just for all? 2. Case Study in Practice

36. Graduate Profile… 2. Case Study in Practice

37. Personalised life-long learning, augmented by eportfolios, must be rooted within a system-wide digital learning culture We have learnt that… 2. Case Study in Practice

38. 3. Thinking Strategically About Blended Learning

39. Moodle/Mahara is not just an online environment but the catalyst for a new strategic direction which gives the opportunity to rethink, redesign and future-proof your curriculum/institution. 3. Thinking Strategically About Blended Learning

40. Future Maker Future Taker Moodle/Mahara is not just an online environment but the catalyst for a new strategic direction which gives the opportunity to rethink, redesign and future-proof your curriculum/institution. 3. Thinking Strategically About Blended Learning

41. 3. Thinking Strategically About Blended Learning

42. 3. Thinking Strategically About Blended Learning

43. To enhance outcomes for learners through a consistent, coherent and digitally enriched educational experience To support staff to effectively and purposefully integrate Stream in papers and programmes To enhance the features and infrastructure of Stream and related educational technologies to meet future teaching and learning requirements To improve the quality and effectiveness of teaching through appropriate learning designs, templates and review systems To enhance learner engagement by extending the range and quality of student services available through technology To enhance the level of awareness, coordination and understanding of strategic initiatives in blended and distance education To foster opportunities for research and scholarly engagement on the impact of blended and distance education To develop capacity and capability for internationalisation through appropriate blended and distance delivery systems 3. Thinking Strategically About Blended Learning

44. Places Tools Learner-Content Interaction Learner-learner Interaction Spaces Teacher-Learner Interaction eLearning Interactions 1. What is eLearning? What we do… 3. Thinking Strategically About Blended Learning

45. Learning by sharing (Connectivist) Learning by listening (Instructionist) Learning by doing (Constructivist) Learning by making (Constructionist) Still has a role but… How we do it… 3. Thinking Strategically About Blended Learning

46. Acquisition Participation Roots metaphors… (Brown, 2011) (Sfard, 1998) 3. Thinking Strategically About Blended Learning

47. Physical Virtual Acquisition Participation (Brown, 2011) (Sfard, 1998) Roots metaphors… 3. Thinking Strategically About Blended Learning

48. Synchronous Asynchronous Acquisition Participation (Brown, 2011) (Sfard, 1998) Roots metaphors… 3. Thinking Strategically About Blended Learning

49. Synchronous Asynchronous Acquisition Participation Discussion Fora Lecture Capture Connect Clinic Connect Webinar Adobe Presenter Wikis ePortfolio Online Readings Video Streaming Online Chat Video Conferencing (Brown, 2011) Real-time Test (Sfard, 1998) Stream ecology… 3. Thinking Strategically About Blended Learning

50. Tertiary Intervention What do we do for failing students Secondary Intervention What do we do for at-risk students? Targeted/Selective Primary Intervention What do we do for targeted groups of students? General/Primary Intervention What do we do for all students? Intervention Pyramid Adapted from Wilson (2009) 3. Thinking Strategically About Blended Learning

51. Support and Intervention Framework INTERVENTIONS Student Lifecycle 3. Thinking Strategically About Blended Learning

52. Self directed exercises Literacy/numeracy exercises Is distance learning for me? Quiz Thinking About Study - ‘Online preparation tools’ 3. Thinking Strategically About Blended Learning

53. Thinking About Study - ‘Work/Study/Life Calculator’ 3. Thinking Strategically About Blended Learning

54. Making Choices - ‘ Online course previews’ 3. Thinking Strategically About Blended Learning

55. First Few Weeks - ‘ Online orientation course’ 3. Thinking Strategically About Blended Learning

56. Conclusion

57. “ I think blended learning will never go away... and for some courses, some contexts, a blend which is 90 per cent conventional and 10 per cent digital is probably right and you’d get the reverse for other kinds of course. Conclusion

58. “ I think blended learning will never go away... and for some courses, some contexts, a blend which is 90 per cent conventional and 10 per cent digital is probably right and you’d get the reverse for other kinds of course. So it’s entirely up to the particular context what kind of blend you have and we’ve just got to get practised at being able to find the right blend for the right course and context ” (Diana Laurillard; cited in Joint Information Systems Committee, 2009, p.46). Conclusion

59. Unfreezing an institutional culture is only the tip of the challenge. You need vision, strong leadership, a steadfast compass and unified crew to navigate from rhetoric to reality - with impact . Conclusion

60. “ A prudent question is one-half of wisdom. ” Francis Bacon Questions [email_address] http://www.slideshare.net/mbrownz/