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E-Portfolios

E-Portfolios. What does it mean to read, write and create knowledge in electronic environments? ( Goodfellow and Lea, 2007). Introductions. Vicknes Nambiar Gopal Krishnan Wan Alisa Hanis Wan Abdul Halim Fifi Nordilani Yahya Nandini Indiran N Nor Hanim Ayuni Baharom

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E-Portfolios

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  1. E-Portfolios What does it mean to read, write and create knowledge in electronic environments? (Goodfellow and Lea, 2007)

  2. Introductions VicknesNambiarGopal Krishnan Wan AlisaHanis Wan Abdul Halim FifiNordilaniYahya NandiniIndiran N Nor HanimAyuniBaharom Nor Aiman Muhammad Tugimin Susan Gibbs

  3. Yr 1 Semester 2 Unit:Reflecting on First School Experience • 10 days in schools in Yr1 Semester 2 3 primary 3 secondary 3 Further Education 1 Higher Education • Feedback sessions with students and mentors in schools • Seminars and Individual Tutorials • Role of dialogue and feedback

  4. Aims 1 develop an awareness of how teachers support learning 2 reflect on observations and identify implications for their own practice

  5. Learning outcomes • Critically examine aspects of school and classroom practice 2. Reflect on insights gained into the teaching learning process Unit Assessment: e-portfolio

  6. Definition European Institute for E- Learning http://www.europortfolio.org/ An e-Portfolio is a personal digital collection of information describing and illustrating a person's learning, career, experience and achievements. It encourages learners to value their learning

  7. Why E-portfolios? 1 Part of the learning process • Students can be creative and self directed as they can imaginatively create their own path (patchwork writing) through the experience. • It encourages the learner to engage actively with the experience and talk to the professionals. • They learn to move beyond simplyobserving to actually thinking and writing about their learning about professional practice. Self directed/self paced learning Learner autonomy Critical and creative thinking

  8. Why E-portfolios? 2 Record of progression The eportfolio provides clear evidence of learning often against specific professional competencies. It therefore provides assessment clarity and transparency. It provides an ongoing record of progression so it has relevance and meaning beyond being simply an assessment tool.

  9. Why E-portfolios? 3 Professional Portfolio of work The eportfolio is a professional portfolio of work that has professionalrelevance. It is something that can be shown to employers, It also indicates the person’s ability to use new learning technologies.

  10. ReflectivePractice Usinglearning activities that encourage the student to reflect on what they have experienced

  11. An organising framework for e-portfolios • Scaffolding is provided by the professional environment • The QTS standards/other criteria can be used as an organising framework Professional Standards for Qualified Teacher Status (QTS) http://www.tda.gov.uk/~/media/resources/training-provider/qts-professional-standards-2008.pdf

  12. Learners develop their ‘knowing in practice’ Students learn by participating in communities of practice namely schools and colleagues and supported by experienced professionals (Lave and Wenger, 1991) It is ‘knowledge in action’ (Schon, 1983) that we are engaging with: namely the ‘practical know-how’ which is inherent in the action itself cannot be separated from it (Eraut, 1994)

  13. Reflection in action Students become aware that teaching involves reflexive action (Dewey, 1933) which is dynamic and flexible involving moment to moment professional judgments that are continually analysed. It is not based on routine action that stem from tradition, habit and authority. They learn that adjustments to actions are best made as a result of direct experiences.

  14. Overview of E-portfolio content • Reflective diary/blog • Micro lessons • Contributions to on line discussion • Contributions to Wiki project • Lesson observation tasks

  15. Support for Students • Online tutorials • E-portfolio workshops • Individual tutorials • Prompt answers to technical questions by e-learning specialists

  16. Potential Issues • Technical problems • Modelling good practice • Possibility of Over-assessment • Issue of what constitutes authoritative knowledge

  17. On line E-Portfolio Tutorials Eportfolio support from Department of Curriculum and Quality Enhancement (DCQE) • Why use E-Portfolios? http://www.port.ac.uk/departments/services/dcqe/enhancingyourteachingwithtechnology/helpandsupport/students/eportfolios/ • E-portfolio support • http://www.port.ac.uk/departments/services/dcqe/enhancingyourteachingwithtechnology/helpandsupport/students/eportfolios/support/

  18. Key Questions • How can e-portfolios support student learning? • What does e portfolio based knowledge look like?

  19. Why e-portfolios can support student learning • Professional relevance • Work related tools • Applied knowledge • Value learning • Evidence of learning • Independent learning

  20. What does knowledge look like in e-portfolios? • What is the difference between knowledge making and information handling? (Goodfellow and Lea, 2007) • What is the educational use of multimedia technologies? ieCreative engagement ie what does good elearning look like? (not just about the learning technologies) • What is the value ofvisual and audio modes of knowledge and their relationship with text? • Colour, image, sound and voice • What does it mean to present knowledge and understanding in a critical way using electronic tools?

  21. ‘electronic spaces offer different ways of working with information in knowledge making’ (Goodfellow and Lea, 2007,p.96)

  22. Further Reading • Bolton, G. (2010). Reflective Practice 3rd ed.) London: Sage. • Ellaway, R. (2007) Discipline –based designs for learning: the example of professional and vocational education. In H. Beetham & R. Sharpe (Eds.) Rethinking Pedagogy for a Digital Age (pp. 153-166) Abingdon: Routledge. • Eraut, M. (1994). Developing Professional Knowledge and Competence. London: The Falmer Press. • Fee, K. (2009) Delivering E-learning. London: Kogan Page. • Goodfellow, R., & Lea, M.R. (2007) Challenging E-learning in the University: A Literacies Perspective. Maidenhead: Open University Press. • Kilminster, S., Zukas, M., Bradbury, H and Frost, N Introduction and Overview. In H. Bradbury, N.Frost, S. Kilminster, @ M. Zukas (Eds.) Beyond Reflective Practice: New Approaches to Professional Lifelong Learning (pp. 1-9). Abingdon: Routledge.

  23. Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. • Pollard, A., Anderson, J. Maddock, M., Swaffield, S., Warin, J., & Warrick, P., (2008). Reflective Teaching (3rd ed.). London: Continuum. • Schon, D.A. (1983). The Reflective Practitioner: How Professionals think in action. London: Temple Smith. • Stefani, L., Mason, R., & Pegler.C. (2007) The Educational Potential of E-portfolios: Supporting personal development and reflective learning. Abingdon: Routledge.

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