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Similaire à ALT-C Conference Presentation: Nailing Jelly to the Wall
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ALT-C Conference Presentation: Nailing Jelly to the Wall
- 1. Nailing Jelly to the Wall What do we mean by (e)portfolio ? Dr John Couperthwaite, PebblePad john@pebblepad.co.uk @johncoup
- 3. Telling ePortfolio Stories, 2009, University of Wolverhampton Why is a definition of ‘Portfolio’ so important ?
- 6. an e-submission system a feedback (and feedforward) system a personal and professional development tool a recording and registration system a system for evidencing competences and standards a tool for recording and presenting graduate attributes an electronic lab-book tool a collaborative learning space a blogging platform a tool for building and maintaining dynamic CVs a peer review system a template management environment a document storage and retrieval system a workplace based assessment system an eportfolio authoring environment an assessment management tool a content delivery vehicle a learning design environment a learning and research skills system a mobile learning tool a private, reflective space a personal learning space How we use Portfolios
- 7. Catalyst for Learning, http://c2l.mcnrc.org/ The e-portfolio implementation toolkit The AAEEBL Webinar Series, 3rd Edition, Co-sponsored by EPAC and AAC&U - What Is An ePortfolio?, …evolved to "what is the eportfolio idea?" RAPPORT (The International Journal for Recording Achievement, Planning and Portfolios) a new peer-reviewed online journal. Cross-atlantic debates
- 8. 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 or ability’ Sutherland and Powell, 2007 While this description refers to the ‘aggregation’ as ‘purposeful it is neutral as to what these purposes might be. Strivens, 2015 A definition (?)
- 9. Type A Represent one’s self Narrative Style Type B Presentation of evidence Form Style Type C Demonstrate achievement Competency/mapping Style A Definition as Typology Strivens, RAPPORT (CRA), 2015
- 10. An alternative definition as Typology Me-Portfolios Personal Professional Promotional Task-Portfolios Process Project Placement Production Pedagogical. Tend… to focus on the author Tend… to focus on an activity Sutherland, RAPPORT (CRA), 2015
- 11. Definitions…in context Audience (&engagement) FORMAT context Portfolio Format Model, Sutherland & Poot, 2015
- 12. Audience (&engagement) FORMAT context Portfolio Format Model, Sutherland & Poot, 2015 Contexts for ePortfolios (Batson, 2015) Learning – what is eportfolio’s meaning for learning for both learners and teachers. Institutional assessment – how do eportfolios affect institutional assessment? Technology in education – how are eportfolios different form other technologies used in education? Culture and economy – what is the cultural significance of eportfolios? Definitions…in context
- 13. portfolio practices portfolio processes portfolio platforms portfolio presentations From definition to implementation Why? How? What? Who?
- 14. …which is why it is no longer like ‘Nailing Jelly to a Wall’…hopefully!
- 15. The portfolio adoption game* *no jelly was harmed in the production of this game
- 16. Clustered agents Peripheral support – risk averse? Fragmented uptake, random drop-outs Lack of support Random failure Late (robust) attempt to fix Different products Different departments Single support agents Out of the box Single support agent Complete system failure …despite support Success ! Well supported Used across institution
- 17. portfolio practices portfolio processes portfolio platforms portfolio presentations Making your portfolio successful Vision: Why introduce a Portfolio? How will it improve student learning ? Selection: What questions to ask, eg: employability, assessment, tutoring Implementation: How will students own their Portfolio? Who will support and give feedback Tool: What is the right software? How will it integrate? What does it lack?
- 18. Any questions ?
- 19. Dr John Couperthwaite, PebblePad john@pebblepad.co.uk @johncoup AAEEBL ‘What is an ePortfolio’ screen-side chats AAEEBL ‘Four-ways of seeing an ePortfolio’ Catalyst for Learning: ePortfolio resources and Research CRA, RAPPORT, International Journal for Recording Achievement, Planning and Portfolios, Vol 1 (Strivens and Sutherland papers) JISC ePortfolio Implementation Toolkit Resources
Notes de l'éditeur
- Portfolios are often overlooked in mainstream education, and are often preferred where there is a historical legacy based on professional requirements. Web has brought near-ubiquitous connectivity, through one’s own various devices, and between friends and strangers. This can be used to support them through transitions, pastoral care, academic development, and recording, presenting skill attainment, with continuous feedback for key guides. Current issue of portfolio definition Why is it important – alignment to your academic vision, meeting the needs of your curriculum requirements, delivering quality content for assessment, and working within your technical architecture. If this goes wrong it can impact on asking the wrong procurement questions, integrating with teaching practice, and resulting in redundant or poor quality academic work. Ultimately, product development fails because it is misaligned with academic needs. Virtuous circle. personalized learning is at the heart of eportfolio’s value to custom-fit individual learner needs, but it also serves broadened visions for systemic transformation. (AAEEBL) Why ‘Nailing Jelly to the Wall’ ? Definitions different greatly, between function, process, output and vehicle. Lasted many years. Not resolved and now needs attention.
- We will extend the metaphor of ‘nailing jelly to the wall’ later and play a game which exposes these implications.
- No vision No staff engagement No curriculum or system integration Single purpose / touchpoint
- “When I was at UQ for the tender demo they said that they had started with about 70 possible ‘systems’ and whittled it down to about 13 that they made contact with. I was later having lunch with Lynn McAllister, a lady from QUT who has been doing eportfolio stuff for years and she said that there are in fact over 300 different options. I have just emailed her to ask for the exact number she quoted me.”
- JISC A presentational function. 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 or ability’ (Sutherland and Powell, 2007). They can have tools that support the processes involved in developing the 'presentation' such as capturing and storing evidence, planning and setting goals and reflecting. A personal repository function. References to the term in policy documents in England (eg Department for Education and Skills, 2005) indicate that e-portfolios are part of a personal online space, where learners can store their work and record their achievements (a repository function). They can also access resources such as personal course timetables and digital resources relevant to their own study. An interactive function. e-Portfolio systems can incorporate tools to support dialogic and collaborative processes such as linking to other learners, tutors, mentors, or employers in order to gain feedback on developing work or to share 'presentations' either as part of a job or course application or for assessment purposes.
- The first few minutes of this recorded presentation explain what is meant by the various categories - http://pebblepad.adobeconnect.com/p7iuz4nsg2q/
- & “The former me is telling the now me” what I know -- Salma Yehia at the AAEEBL Boston University conference. (See her own eportfolio) Learning Inquiry ePortfolio pedagogy engages students in a recursive inquiry into their own learning and their evolving identities as learners. Through sustained collective inquiry in ePortfolio-related professional development and outcomes assessment, faculty, staff, and the broader institution construct new knowledge and understandings about the teaching and learning process. Reflection Reflection is pivotal to meaningful student ePortfolios, which function as sites for prompting, documenting, and sharing students’ reflection on their learning. And reflection helps to move outcomes assessment beyond accountability as individuals and programs reflect on assessment findings and their implications for curricular and pedagogical change. Integration Students use ePortfolios to bring together work from multiple contexts, to consider the relation between their classrooms and their lives outside of class, and to construct new identities as learners. In ePortfolio-related professional development, an integrative approach prompts faculty to develop and test strategies that help students integrate their learning; and also helps faculty and staff to transfer knowledge and insight from specific instances to broader contexts and applications. Institutions To understand this context, it helps to think “portfolio” as in paper portfolio, and about the research and tradition of portfolio… Instead of eportfolios revolutionizing learning, they were being used to reinforce the current curriculum. Technology How do eportfolio affordances shape practice? …To the extent that eportfolios are technologically designed to be a personal space and not a university-owned application, they exist in a wholly different world than other educational applications. Culture personalized learning is at the heart of eportfolio’s value to custom-fit individual learner needs, but it also serves broadened visions for systemic transformation. ...Or, simply put, you don’t try to get through life on the basis of scaffolded learning when life requires you to build the scaffold
- Practices: ePortfolio pedagogy engages students in a recursive inquiry into their own learning and their evolving identities as learners (Randy Bass, 2014)
- Practices: ePortfolio pedagogy engages students in a recursive inquiry into their own learning and their evolving identities as learners (Randy Bass, 2014)
- JISC Choices were influenced by alignment and cost, and these considerations are inter-related. 'Alignment' refers to ways choices are influenced by what is in place already and factors that influenced choice are outlined below. Alignment with the purposes for which the tool was to be used. For some, identifying clearly their priority purpose(s) led to the realisation that a suitable tool did not exist: This spurred the independent development from 2005 of a range of institution-specific tools by some of the study participants, for example: University of Wolverhampton (development site of PebblePad); University of Newcastle (ePet); Dumfries and Galloway College (WordPress based tool); Massey University (Mahara); Curtin University (iPortfolio); Queensland University of Technology (student eportfolio). Keen to address the full range of their needs, another institution might decide to adopt more than one tool . For example, Thanet College use four different tools, i.e. PebblePad for staff professional development and as a reflective e-portfolio for some higher level courses, Mahara for student-initiated use, a mapping e-portfolio for NVQ courses and Infolio for students with learning difficulties/disabilities. Looking similarly at a diversity of possible purposes, another institution might opt for Open Source tools which could be developed further to match the full range of needs. For example, Dumfries and Galloway College chose to develop a tool based on WordPress, while Birmingham City University chose Mahara and invested in developing the tool's 'views', making this enhancement available to the wider Mahara user community. An investigation to map the needs of the institution to the functionality offered by a range of commercial e-portfolio products could lead to the choice of a mature Enterprise tool. For example, the University of Bradford undertook a formal evaluation of a range of tools and chose PebblePad, the University of Edinburgh recently chose PebblePad after a lengthy procurement process. Alignment with the current VLE (and other systems, e.g. student management). Some WebCT/Blackboard users started using the related e-portfolio tool, but in many cases moved on to other solutions, either developing an in-house tool or adopting PebblePad once it became more mature. For institutions using the Moodle VLE, a tendency to adopt Mahara is clearly evident, particularly where the service was externally hosted and Mahara was included. Alignment with technical expertise. Institutions have had to assess capacity from a number of angles and the extent and availability of their in-house technical expertise: to integrate the chosen tool with existing technologies to install a tool on local servers (a tool offering external hosting was preferred in some situations) to carry out developments on an Open Source tool. (Where an institution was already committed to Open Source, the necessary expertise was already in place or cost savings resulting from an Open Source product enabled the use of external developers for customisation and branding - see the Southampton Solent University and Birmingham City video case study interviews.) Alignment with existing ‘pedaogogic expertise'. Where experience of using a particular tool already exists, either amongst a subset of users or in relation to a subset of the tool's functions, the existence of this expertise can have beneficial impacts on wider take-up and the provision of support for both staff and students. For example, Thanet College's use of PebblePad for staff professional development was seen to be supportive of its use with students. This strategy of prioritising the building of 'pedagogic expertise' not only develops staff confidence and competence in using the tool, but, more importantly perhaps, deepens understanding of how it can function within teaching and learning processes from the inside. In related examples, Mahara was made available for student-initiated use at Southampton Solent University and Birmingham City University. In both cases, students' familiarity with the social networking aspects of the tool leveraged rapid take-up – they readily used the e-portfolio tool to engage in forming groups and working collaboratively. The choice of an 'expansive' tool seems advantageous in some implementation situations, where familiarity with one aspect of its functionality or application can lead staff and students to try other features and open up new opportunities for learning. These examples provide the basis for favouring one sophisticated tool that offers some level of familiarity to users and can be adapted for different purposes rather than opting for several specific tools for specific purposes.