1 / 49

Encouraging Self Regulated Learning Through Electronic Portfolios

Encouraging Self Regulated Learning Through Electronic Portfolios. Our Mission. To conduct solution-oriented research on problems of academic failure and underachievement. To study the acquisition of foundational literacies and core academic competencies.

xenon
Download Presentation

Encouraging Self Regulated Learning Through Electronic Portfolios

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Encouraging Self Regulated Learning Through Electronic Portfolios

  2. Our Mission • To conduct solution-oriented research on problems of academic failure and underachievement. • To study the acquisition of foundational literacies and core academic competencies. • To develop technology-enhanced learning environments. • To focus on Quebec with a pan-Canadian and international outreach.

  3. Our e-Portfolio Project • Multi-year, multi-disciplinary, collaborative, international research and development project. • 2000-present • Team: educational psychologists, instructional designers, designers/programmers, RECIT, ICT and ELA consultants, researchers, teachers, students • Quebec Users: LEARN; nine English school boards; nine French school boards; BJEC, Hebrew Academy, St. Georges, and The Study private schools; and two pre-service teacher education programs. • Beyond Quebec: Manitoba Education; Division Scolaire Franco-Manitobaine; six school districts in Alberta and one preservice teacher ed. program; four school districts in Portugal and U. of Lisbon; Rainbow District School Board (ON); school districts in the U.S. (Oregon, South Dakota, Vermont, West Virginia) and Australia, England, France, Spain, China.

  4. The ePEARL Process • ePEARL is more than a multimedia container • ePEARL is more than a tool to showcase students’ work • ePEARL is a knowledge tool which scaffolds and supports the process of self-regulated learning. • What is self-regulation? • Self-regulation refers to personal thoughts, feelings, and actions that are planned, and then revised, to attain personal goals. • Self-regulation is a cyclical process because the feedback from prior performance is used to make adjustments during current efforts.

  5. Self Regulation Learning (SRL) • Learners with high levels of self-regulation • Have good control over the attainment of their goals and seek mastery outcomes • Can focus on the process of how to acquire these skills and learning outcomes—meta-cognition • Have higher levels of self-efficacy • Have higher levels of achievement • SRL relates and prepares students for the ‘real world’ • SRL provides ownership over learning • SRL creates lifelong learners

  6. What are Effective Self-Regulation Processes?

  7. The Software • Web-based, bilingual electronic portfolio software that is both a learning (process) and presentation multimedia tool. • Levels 1 - Early Elementary; Level 2 - Late elementary; Level 3 - Secondary • Student, teacher, parent and administrator environments. • It is available at no charge to schools. • Designed to encourage self-regulated learners within student-centred classrooms

  8. Levels 2 and 3: Home Page

  9. Home page, cont’d

  10. Personalize

  11. Themes & Banners

  12. The Artifacts Page

  13. Adding a New Artifact

  14. Viewing an Artifact

  15. Viewing an Artifact

  16. Viewing an Item in an Artifact

  17. Viewing an Artifact, cont’d

  18. Sharing and Collaborating

  19. Parents • View only mode • No editing • Provide feedback on entire portfolio or on individual artifacts

  20. Parental Feedback

  21. Presenting Artifacts

  22. Presentations Folder

  23. Saving to CD

  24. The Teacher Environment

  25. Ability to view comments by date

  26. by type

  27. By entry Send to printer

  28. Teachers: PD & Support • Materials for both students and teachers should address the how, when and why of goal setting, planning, monitoring and reflecting • PD for teachers should include printed as well as online formats • Using Grayling’s (2002) five key characteristics:Context specific; Useful; Obvious to invoke; Non-Intrusive; Easily Available

  29. Support for Teachers In-context Help

  30. Support for Students • Embedded student support in all three levels; • Short video clips (2 min.) for help with: • portfolio process, • goal setting, • reflection, and • feedback.

  31. ABRACADABRA • Evidence-based, modular early literacy software accessible via the web • Currently used in: • Two QC school boards • Two Alberta school districts, one Ontario district • Australia • Pan-Canadian research project in Ontario, Alberta, and Quebec • See http://doe.concordia.ca/cslp/ICT-ABRACADABRA.php

  32. ISIS-21 • Inquiry Strategies for the Information Society in the 21st Century. • Current funding - Inukshuk • One year - $100k • Prototype of Module 1 and 2 for late elementary students • Team: CSLP, LEARN, EMSB, Manitoba Education • See http://doe.concordia.ca/cslp/ICT-ISIS.php • Future funding - $1.5 million • Four bilingual modules for teachers, students, librarians and parents for grades 3-12.

  33. ISIS 21 RESEARCH PROCESS COMBINE KEYWORDS KEYWORDS RESOURCES PLANPHASE BRAINSTORM STRATEGIZE USE DEFINE SEARCHPHASE REVIEW START SELECT

  34. Next Steps

  35. Visit our website: http://doe.concordia.ca/cslp Contact us: Phil Abrami, Director, CSLP Abrami@education.concordia.ca Anne Wade, Manager, CSLP wada@education.concordia.ca Find Out More….

More Related