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Do Cats Play Piano?

Do Cats Play Piano?. DO-MI-nique Alain JAN. http://www.slideshare.net/dajan/do-cats-play-piano. Evidences. http://news.bbc.co.uk/cbbcnews/hi/newsid_8080000/newsid_8087800/8087807.stm. Metaphor. Graduate employee. ePortfolio practice.

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Do Cats Play Piano?

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  1. Do Cats Play Piano? DO-MI-nique Alain JAN http://www.slideshare.net/dajan/do-cats-play-piano

  2. Evidences http://news.bbc.co.uk/cbbcnews/hi/newsid_8080000/newsid_8087800/8087807.stm

  3. Metaphor Graduate employee ePortfolio practice http://news.bbc.co.uk/cbbcnews/hi/newsid_8080000/newsid_8087800/8087807.stm

  4. Real title of my research project “An investigation of graduates’ practice in maintaining ePortfolio practice after graduation and at the beginning of their career” Actual PhD thesis subject

  5. Training is essential

  6. Champions vs Laggards

  7. Champions vs Laggards

  8. Where literature review stops

  9. What happens next? Do Doctor Cats Play Piano?

  10. What happens next? Do Accountant Cats Play Piano?

  11. What happens next? Do Teacher Cats Play Piano?

  12. The Deep Learning approach Formal knowledge Keys and common concepts Institutional training - “Hard skills” Goodyear (2003) LMS ePortfolio Informal Knowledge Personal skills Experience “Soft skills” PLE

  13. The question remains... • Do graduate employees continue with eP practice at their workplace ? • Whether they do / don't • Why ? • What? • For what purpose?

  14. Research questions • What are graduates’ ePortfolio practices after having left higher education for professional life? • What are educators’ expectations of graduates continuing to engage with their ePortfolio after graduation? • What are employers’ expectations of graduate employees engaging with an ePortfolio at the start of their professional career?

  15. Participants • Graduate employees' employer • Graduate employees • Graduate employees' former trainers • Unity of study = a cluster • 1+ graduated student • Employer (HR) • Educator

  16. ePortfolio purpose inFrancophone countries Engineer training Technology training (IUF) Teacher training (IUFM + C2i2) Students’ placement

  17. ePortfolio purpose inAnglophone countries Assessing language skills Teacher training Nursing (initial + further training) Students’ placement

  18. ePortfolio purpose inAnglophone countries Assessing language skills Teacher training Nursing (initial + further training) Students’ placement

  19. Which platform?

  20. What do they do with eP? Livre blanc « La démarche ePortfolio dans l’enseignement supérieur français » Cahier n°3 / March 2013

  21. Do they train practitioners? Students Teachers Livre blanc « La démarche ePortfolio dans l’enseignement supérieur français » Cahier n°3 / March 2013

  22. How do they train them? • Students • 1 to 3 sessions • Average of 60 min/session • Teachers • 1 to 2 sessions • From ½ day to 1 day/session • Training on how to use the tool • 80% to 100% of the training time • No training on the eP methodology

  23. How to foster eP practice http://vimeo.com/69882471

  24. Do technologies, including eP havean impact on teaching? (%) Jesen, K. and Folley, S. (2011) Teaching and Learning Institute Working Paper No.1, University of Huddersfield, March 2011.

  25. What are the barriers to ICT use? (%) Jesen, K. and Folley, S. (2011) Teaching and Learning Institute Working Paper No.1, University of Huddersfield, March 2011.

  26. What factors foster the adoption of technology in teaching? (counts) Jesen, K. and Folley, S. (2011) Teaching and Learning Institute Working Paper No.1, University of Huddersfield, March 2011.

  27. The Digital Footprint

  28. Managing our Digital Identity • Control our [personal-teaching-learning] environment • Improve the ownership of our knowledge • Manage access to our information • Working together • Build our reputation on facts • Facts / Groupwork are keypoints to foster motivation (Heute, 2009)

  29. Methodology • Qualitative research • f2f semi focussed interviews • Activity theory framework • Grounded theory approach

  30. Field of research

  31. First results • No geographical / sociological differences in the stories collected • 95% of graduate employees have stopped engaging with eP practice (they say) • 80% of graduate employees have the same perception on eP as their educators • 98% of employers never heard the word eP • 60% of employers (HR) are trained for skills/competences appraisal

  32. What do employees say? • eP is a strategic tool • eP takes time • eP tools are too complicated • eP are/were not considered as important by educators/employers • What is the point if our eP is lost when leaving the institution?

  33. What employees do? • 88% have a FB account they use for personal purpose • professional information is sometimes posted there • 65% have a LinkedIn account • professional information is sometimes posted there • used more as a tool to say you are here • 80% have a DropBox or equivalent account • used to store evidences of professional achievements • 10% are blogging/reflecting on their learning/professional skills and achievements

  34. Conclusion (so far) • If graduate employees say they have stopped with eP practice, we notice this is not totally true. • Yes: they don't use eP management systems anymore • No: because some practices are transferred form the classroom to the workplace

  35. Conclusion (so far) • Some reasons for having stopped with eP practice • Time consuming • Was not valorised by educators during HE studies • Too complicated (bad user experience  impact the whole eP practices) • Lost the content of the eP after graduation • Control of my digital identity  Educators were accessing my “secret garden” without consent • “What is ePortfolio?” (a graduate after 2 years of having used Mahara during his teacher training school)

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