Jisc regional wm mahara forum 2012


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presented at jisc rsc wm moodle mahara users forum dec 7th 2012

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  • Personal added – emphasis on learner ownership of the learning process
  • Operationalisation – face to face preferred
  • Time spent separating concepts of portfolio (collection of best work) and e-portfolio
  • Digital skills, employability, autonomy, reflection,
  • 3 phases, student owned space, sharing possibilities, interface improvements,
  • Ehtos of Languages@Warwick – balancing the prviate/personal with the outward facing and shareable
  • Version 2 evolved through last year’s experience, 100 submitted e-portfolios, 30 mins maverage marking time each.
  • Important that all can be involved so mixed media used and communications between users encouraged
  • Two illustrative examples, major themes- surprise, proud of end result
  • Personal added – emphasis on learner ownership of the learning process
  • Jisc regional wm mahara forum 2012

    1. 1. Mahara for personal development and Assessment T.MacKinnon Senior tutor, e-learning Language Centre, University of Warwick
    2. 2. Context• Language Centre, 3000 students a year, 8 languages for academic credit.• Accrediation against CEFR levels• Recent overhaul of our assessment framework• Delivery of blended learning through Languages@Warwick• Developing AfL and learning strategy use.
    3. 3. Challenges:• Multi cultural team with differingexpectations of assessed activities anddiffering concepts of an e-portfolio• Range of tutor IT skills• Range of pedagogical understanding andexperience
    4. 4. Using the Community of Practice approach.• Course area to share the conceptualisation• Shared resources for the student presentation• Student support areas• Hands-on sessions and drop-ins• Virtual and face to face communication• Cycle of review informing support and development.
    5. 5. What is an e-portfolio?• An e-portfolio is the product, created by the learner, a collection of digital artefacts articulating experiences, achievements and learning.(Jisc, Effective practice with e-portfolios)
    6. 6. Why use an e-portfolio?• ‘An e-portfolio is a purposeful aggregation of digital items – ideas, evidence, reflections, feedback etc, which “presents” a selected audience with evidence of a person’s learning and/or ability.’Sutherland, S. and Powell, A. (2007), Cetis SIG mailing list discussions [www.jiscmail.ac.uk/archives/cetis- portfolio.html] 9 July 2007
    7. 7. Integration of Mahara.
    8. 8. Propagating a community of learners• “Walled garden online environments prevent the occurrence of serendipitous learning connections with the outside world” http://dangerouslyirrelevant.org/2012/08/26- internet-safety-talking-points.html
    9. 9. Assessment framwork:Audience awareness, focus student has clearly selected 1 2.1 2.2 3 F little/no evidence of selection, poorAppropriateness to task relevant materials for the purpose understanding of the purpose of of assessment, shows page created for assessment, page understanding of criteria. Page has does not have suitable tone for a suitable tone, student has task, no real insights into student’s articulated and evidenced their language learning persona. language learning persona. Assessment view does not present Assessment view presents a a coherent narrative of the coherent narrative of the learner’s learner’s journey. journey.Effective use of e-portfolio good use of mahara, some 1 2.1 2.2 3 F minimal use of technicalassessment view for conveying the creativity, enhanced with good use possibilities, evidence andlearning process of range of media. Highly authentic, presentation do not enhance the personal, engaging and thought narrative, difficult for assessor to provoking, gives the right amount follow, seems contrived/ of detail, assessor can see student’s superficial. Not very interesting and personal engagement with has little impact, story rambles and language learning process and seems too long/too short or efforts made to address difficulties. disjointed. No evidence of the application of learning strategiesAnalysis & Reflection extensive reflection and critical 1 2.1 2.2 3 F little analysis and reflection, mostly(Why?, So what? Now what?) analysis, develops a clear personal descriptive, lacks explicit personal narrative, shows understanding of awareness to apply to future experiences and gives plans for language learning. future language learning.
    10. 10. Outputs:E-portfolio assessment groupTeaching resources for this yearPublically shared tutorialsBook chapter
    11. 11. When I first heard that it was necessary to make an e-portfolio of myfrancophone journey, I thought it would not be a very useful exercise.However, I am pleasantly surprised as to how it has given me thechance to reflect and analyse my language learning process overall. Ithas enabled me to structure and plan the way that I learn which issomething of a first for me, and I want to try and incorporate themethods that I used here in future learning. Overall, I am very pleased with the work I have done over the year and am proud of the progress that this e-portfolio displays. I feel that in tracking my progress and in really thinking about how I learn and the best techniques for me I have learnt a lot about myself, which will be invaluable for all of my language learning in the future.
    12. 12. Next steps:• The journey to a shared understanding was worthwhile• Back up options for auditing need work• Project expanded to include levels 6 and 7• Increasing student and tutor mahara use for personal spaces and professional digital profile use
    13. 13. Contact me:T.MacKinnon@warwick.ac.ukOn youtube and twitter: WarwickLanguageMy website:https://sites.google.com/site/lamodification/