E-Portfolio Tagung Bern
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Strukturelle, inhaltliche und technische Entwicklung E-Portfolio im 1. Studienjahr an der Pädagogischen Hochschule des Kantons St.Gallen (PHSG) im Studiengang Kindergarten und Primarschule.
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E-Portfolio Tagung Bern
- 2. 1. Struktur 1.1. E-Portfolio Entwicklungsplan (2005-2014) 2005-2008 2008-2011 2011-2014
- 3. 1.2. Anzahl E-Portfolios 1. Semester
- 4. 1.3. Beurteilung E-Portfolio 1. Semester HS09
- 9. 3. Ergebnisse HS 09
- 10. … Feedback erhalten unterstützt Lernen…
- 11. … Feedback erhalten bereitet auf das spätere Feedback geben an Schülerinnen und Schüler vor…
- 12. … wer soll entscheiden, ob ein Posting angenommen wird oder nicht…
- 13. … soll das Feedback öffentlich sein?
- 18. 4.4. Schaufenster gegen aussen http:// www.eportfolio-phsg.ch http://e-portfolio.kaywa.ch
- 20. 6. E-Portfolios: Guided Tour London 09 www.eportfolio-phsg.ch 1 2
- 21. 7. Guided Tour
- 22. 8. More information www.eportfolio-phsg.ch
- 23. Kontakt: [email_address] [email_address] http:www.eportfolio-phsg.ch http://e-portfolio.kaywa.ch
Notes de l'éditeur
- In this session we will report on the results of an empircal study with a focus on process and product assessment of e-Portfolios in the first academic year at the university of teacher education in Rorschach. The participating students of this study have completed their first year of study . Our College is situated in an monastery, built in 1487.
- 2005 : 24 students and 2 professors 2006/07 : 53 students and 4 professors. : 2007/08: 130 students and 12 2008/2009: 133 students and 12 2009/10: 152 students and 16 You can see one gain out of this table: 1. the sum of 133 students works can be managed by e-portfolios on a weblog. This would not be the case if we still worked with paper. 2. Our aim is weekly assessed contributions from the students. By technical means, this aim can easily be achieved. The assignment of professors to process or product group took place following the initial participation of professors in 2005. Newly participating professors still assessed the old form product group, at the end of the semester. E-Portfolio experienced professors started with the weekly assessment (process group). By the way: since autumn 2008, all professors assess weekly through direct feedback on the e-portfolio. The results of this study can be presented next year.
- Bestehensregel: 4 von 5 Postings bestanden
- Here, you see the feedback sheet, that has been given to students twice during the investigation period. Points have been given weekly by the correcting professors. You can see here clearly, That the choice of material , which means the choice of important contents, has become very well after a short time. The green reflectivity line although becomes better, but declines after some weeks.
- Neu: 3hStündige Dozierendenschulung mit konkreten Beispielen und gemeinsamem Beurteilen (vgl. Programm Dozierendenschulung) The amount of work for the assessing professors is not different in a significant way. We have an average work load for the professors of the product group of 20h hours for assessing 12 E-Portfolios with 15 posts. And we have an average work load for the professors of the process group of 28h hours respectively 22h without the outlier. So it is just slightly more of work load. This is an important result of this study. We derive from these results, that the weekly assessing method, which is clearly wished by the students, can be maintained. We derive also out of the outliner, that professors have to be carefully introduced to technical knowledge, which is needed for working with E-Portfolios.
- Here, some contents of the five topics can bee seen. For instance: Within The learning field the teaching profession, the students have to read and to discuss the standards of the swiss teaching union. Do these standards refer to their Vorstellung of the profession? Within the personal and social skills topic, students have to work in different learning tasks together, where for instance the skill to contact other persons is trained. Or, within the learning topic „our learning group“, we train by video training some central skills of the profession: these are: assertive behavior, contact care and sympathy care.
- Martin, hier würde ich gerne 2 Seiten kurz zu den Inhalten durchscrollen, weiss aber nicht ob du etwas Aktiveres machst, dann könnte man das weglassen
- Orange= vertraue Kollegin Hellblau= wenig bekannte Mitstudierende rosa= jemand, der noch frei war Grün= Zufall
- Feedback erhalten unterstützt Lernen
- Feedback von den Mitstudierenden/Dozierenden erhalten bereitet auf das Feedbackgeben bei SS vor
- Wer soll in der formativen Phase darüber entscheiden, ob ein Posting angenommen oder zurückgewiesen wird? Nicht gewählt: nur der beurteilende Mitstudierende
- Das Feedback sollte für alle/öffentlich sichtbar sein Nur für Betroffene und Feedbackgebende
- We also asked students of this semester, why other students should utilizie an E-Portofolio by an multiple response item. The percents indicate answers of all anserwing students to a single part of the item.
- 5. This result gave rise to a change. 8. We continued our work this year by weekly assessiment of all posts. But we distinguished the weekly assessment by weekly assessment by scale and by weekly assessment by an open feedback of the professors by the feedback function of Mahara. We are working on the results this summer. 9. Even when working with E-Portfolios, it might be necessary to think about a distinction of training- monitoring and assessing function. This topic has been highlighted by the Austrian authors ,Dorninger and Schrack. These authors propose a combined assessment method, which allows students to assess the postings of other students. Students and professors could assess only half of the E-Portfolio postings . The future teachers could thus train their competences for giving feedback to written texts.
- Ab hier: Martin-