The document discusses evaluating the potential use of e-portfolios in vocational education teacher training at TU Dresden. It plans to have students use e-portfolios in a media research course to organize learning artifacts and reflections. Interviews will assess how e-portfolios support self-directed learning and whether the university's online system could facilitate the process. The goal is to determine if e-portfolios can foster competency-based, open learning and knowledge management skills essential for lifelong learning.

1. abstract
Vocational education students at the TU Dresden
introduced to different types of educational technologies
and instructional media. As the requirements in usage and
application in school are constantly raising, media literacy
is among the most important competences in the digital
age.
During the teacher education programme, students use
methods and media for their own knowledge
management. In doing so, they can evaluate different
tools and methods for their application in school. A very
interesting tool, which gained a lot of interest lately, is the
E-Portfolio.
An E-Portfolio – as a tool and as a method – has the
potential to promote self-reflection and help students to
take responsibility for their learning process [1]. The
student has to collect, create, select artefacts and write
reflections on them. Additionally, students are asked to
give and receive feedback on their learning products [2].
The teacher trainer assesses these products in an integral
formative evaluation process [3].
The projects goal is the evaluation of potentials and
barriers in the usage of E-Portfolios in the vocational
education teacher training. It should be determined
whether and how the learning management system OPAL
of the Saxony higher education institutions can support a
self-reflective learning process.
Theory
Context
• project duration: 01/05/13 – 31/12/13, with 25 % Workload
• target group: trainer for teacher students
• preliminary study results [4]:
Methods
In winter semester 2012/13 it is planned to evaluate the E-
Portfolio usage in teacher students learning programs with
qualitative methods:
• qualitative content analyses of the learning diaries
• interviews with the trainers (formative evaluation)
• focus group interviews with students at the end of
the semester
Objectives
Learning Setting
Start:
theoretical
preparatory work
take data to personal
learning management
(E-Portfolio@SOOC13)
analyse previous
data (SOOC 13) and
literature
didactical conception
for teacher students
Prepation of material
for the usage of the E-
Portfolio method
winter semester
2013/14 starts
implementation
and testing
evaluation
(qualitative Studies)
• establish competence orientated learning methods in training for
vocational education teacher students
• support open teaching, learning and assessment with E-Portfolios
• reform some courses in the teacher study programme
• Foster knowledge management as an important competence for
life long learning
• create reusable learning scenarios with the E-Portfolio functionality
in the learning management system OPAL
May
2013
Oct
2013
[1] Lamont, M. (2007). What are the features of e-portfolio implementation that can enhance
learning and promote self-regulation? In European Institute for E-Learning (EIfEL) (2007).
Europortfolio. Retrieved from http://www.eife-l.org/publications/eportfolio/proceedings2
/ep2007/proceedings-pdf-doc/eportfolio-2007.pdf#page=32 (31.05.2013)
[2] Häcker, T. (2005). Mit der Portfoliomethode den Unterricht verändern. Pädagogik, 57 (3) 13-18.
[3] Barrett, H. (2006). Using Electronic Portfolios for Formative/Classroom-based Assessment.
Retrieved from http://electronicportfolios.org/portfolios/ConnectedNewsletter.pdf (31.05.2013)
[4] Lißner, A. (2013). E-Portfolios an der Technischen Universität Dresden. Durchführung einer
explorativen Studie zur Erhebung des Status quo und Gestaltung eines Einsatzszenarios im
Bereich der bildungstechnologischen Ausbildung von Lehramtsstudierenden. Retrieved from
http://de.scribd.com/doc/145187136/2012-12-12-MA-a-Lissner-MitCC (02.06.2013)
[5] Hornung-Prähauser, V., Geser, G., Hilzensauer, W. & Schaffert, S. (2007). Didaktische,
organisatorische und technologische Grundlagen von E-Portfolios und Analyse internationaler
Beispiele und Erfahrungen mit E-Portfolio-Implementierungen an Hochschulen. Salzburg.
Retrieved from http://www.fnm-austria.at/projekte/ePortfolio/Dateiablage/view/fnm-
austria_ePortfolio_Studie_SRFG.pdf (05.08.2012)
[6] Baumgartner, P. (2012). Eine Taxonomie für E-Portfolios (Forschungsbericht)
Department für Interaktive Medien und Bildungstechnologien, Donau-Universität Krems.
Retrieved from http://peter.baumgartner.name//wp-content/uploads/2012/12/ep-taxonomie-
2012.pdf (31.05.2013)
References
Figure 1: Which assessment tools or methods do you use in your
course?
N=56
written examination
oral test
project demonstration
presentation
project work (formative)
seminar paper
portfolio
E-portfolio
0
10
20
30
40
50
60
8 6
11
7 6
12
7
0
10
19
29
24
19
25
6
0
3
10
6
9
14
3
5
0
21
9
4
7
5
7
21
45
10 8
2
5
8
5
13
7
no answer
never
rarely
frequently
always
frequency
• There are no courses for teacher students whose assessment
is based on E-Portfolios.
• There is a high interest in the E-Portfolio method by student
trainers.
strongly agree
agree
neutral
disagree
strongly disagree
don't know
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
21%
38%
13% 13%
6% 9%
frequency
Figure 2: Do you think learning
diaries would be useful for your
course?
N=47
strongly agree
agree
neutral
disagree
strongly disagree
don't know
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
15%
40%
28%
9% 6%
2%
frequency
Figure 3: Would you attend
further training on the topic ‘E-
Portfolio’?
N=47
E-Portfolio as a tool for knowledge management
An evaluation of the usage of E-Portfolio at the example of the media related training of teacher students
What is an E-Portfolio?
There are various definitions for the term ‘E-Portfolio’ in
the literature. Popular examples are given by Barrett,
Hornung-Prähauser [5], and Baumgartner [6], the latter
two being especially important in German speaking
countries.
For the project there was created a working definition
which combines aspects of these definitions:
An E-Portfolio is defined as an electronic collection of
artifacts which can be of various formats (text, picture,
video, audio, …). The artefacts reflect the learning
process and represent learning products which
demonstrate the competences gained. Collection and
organization of these artifacts is supported by a content
management system which allows for a selective
granting of read and write permissions.
The E-Portfolio process Benefits and limitations of the
E-Portfolio
1. to clarify the target
and context of the
digital portfolio work
2. to collect, select
and connect artefacts
with a learning target
3. to reflect and
manage the learning
process
4. to represent the
e-portfolio
artefacts
5. to assess and
evaluate the learning
processes
introduction/
organizational hints
basics for developing an
E-Portfolio
historical background of
educational technology
empirical methods for
educational research
insights into current
media-didactic topics
empirical methods:
Interviews
Class 1
Class 2
Class 3
Class 4
Class 5
Class 6
E-PortfolioE-PortfolioE-PortfolioE-Portfolio
• Subject:
(Digital) Media Research
in vocational education
topics
• Time Frame:
6 classes in 12 weeks at
winter semester
2013/14
• Target Group:
master students for
vocational education
•
•
Andrea Lißner
TU Dresden
Medienzentrum
[5]
●(Some) Benefits ●(Some) Limitations
• promotes the reflexive
learning process
• enables the student to
control the learning
process and the
competence development
himself
• formal feedback and
assessment allows target-
oriented enhancement of
the learning product
• students can work with
each other regardless of
time and place
• implementation and
administration requires a
lot of time
• workload for the teacher or
trainer can increase
significantly
• every student has to have a
digital device
• students has to have
elaborate prior media
literacy to handle the tool
• the export of artefacts can
be problematic
•
•