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Learning and teaching with E-Portfolios:Experiences in and Challenges for Adult Education
presented at the ICL Conference, 24th September 2008
by Dr. Gerhard Bisovsky, Die Wiener Volkshochschulen GmbH, Austria& Dr. Sandra Schaffert, Salzburg Research, Austria
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E-portfolio in schools and universities …
… nearly everything is said ;-)
http://www.flickr.com/photos/wadefromoklahoma/2330247929/
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… but what‘s about e-portfolio work in adult education?
http://www.flickr.com/photos/davidroethler/2295975258/
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Agenda
| What‘s adult education and what‘s special about it?
| What do we know about teacher (tutor) competences, needed to work with e-portfolios?
| How did we identify needed competencies for adult educators working with e-portfolios?
| So … what’s new, what’s next?
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What‘s adult education … and what‘s so special about it?
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Adult education
“all forms of learning undertaken by adults after having left initial education and training, however far this process may have gone” (European Commission 2006)
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Projects and initiatives dealing with (e-) portfolios in adult education
• the European Language Portfolio
• A project with women after their family phase at the Open University UK (Herman & Kirkup 2006)
• the German ProfilPass initiative and instruments (DIE et al 2006)
• the Austrian project “Du kannst was” (Bauer 2007)
http://www.flickr.com/photos/21706937@N04/2105881550/
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Advertisement for the ProfilPASS:„You know more than you think.“
http://www.profilpass-online.de/
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e-portfolio in adult education
• Deals with the stengthening of self organised learning activities
• Is often dealing with the idea to identify or assess informal learning activities
• Is often used for non-employed persons
• Can give sense to low educated people
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What do we know about teacher (tutor) competences, needed to work with e-portfolios?
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Is technical competence important?
Equipment used to capture evidence for an ePortfolio by JISC http://www.flickr.com/photos/rscnorthwest/2755824087/
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Teacher in schools, using e-portfolio should be able to …
| “provide technical support,
| organize the contexts and communities of learning,
| formulate organisational objectives,
| facilitate the structure of portfolio contents,
| facilitate reflection,
| guide and monitor the students advancement through the integral cycle of investigative learning,
| help in the evidence of competences,
| support planning,
| interact an conduct conversation with the students,
| plan an assess the overall process“ (Attwell 1997)
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But …
| What makes a good e-portfolio teacher in adult education?
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Some hypothesis …
| As a teacher/tutor working [with e-portfolio] in adult education| You deal with adults who pay for the course and
expect success| You deal more often with motivated people| You have to do with people with minor experiences
in using computer and internet| Informal learning plays an important role in adult
learning| Adult learners have different experiences and
backgrounds (learning, occupation, daily life, …)| The learner‘s abilities to work with self organised
learning methods could, but have not to be better
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How did we identify needed competencies for adult educators working with e-portfolios?
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Institutional background
| Adult Education Centres in Vienna| Die Wiener Volkshochschulen GmbH (a non
profit limited liability corporation)| Programme oriented towards the European Key
Competences for Lifelong Learning| Dezentralisation & centralisation| 18 centres & 4 competence centres
| Languages| Migration| Active citizenship| Learning with the media of the information society
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Concept of our study
| Bottom-up view, what do teachers need?
| 4 experts from the adult education centres [experienced (e-) portfolio trainers]
| 1 ICT-Teacher, 3 Language Teachers
| 3 female, 1 male, 40 +
| Focused interviews, transcripts
| Arrangement of the listed, explained and emphasised competences and abilities according to the UK-FENTO standards (http://www.aptt.freeuk.com/articles/FENTO991.pdf)
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Key areas (FENTO Standard)
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Arrangements
| Knowledge
| Skills| Didactical skills
| Social skills
| Reflective skills
| Attitudes
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E-Portfolio related knowledge, skills, attributes
| To guarantee standards
| Learners types
| Learning styles
| Learning techniques
| Providing institution: community, culture
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E-Portfolio related knowledge, skills, attributes
| Didactical skills
| Learning guidance, supporting learners
| Imparting learning goals and objectives
| Beginners situations, final situations
| Transparency
| Feedback in time, online feedback
| Evaluation of learners‘ competences
| Monitoring tuition, mentoring teachers
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E-Portfolio related knowledge, skills, attributes
| Social skills| Communication, rhetorics| Conflict management| Moderation techniques| Organisational competences| Time management| Team competence| Coaching learners| Leading groups| Evaluation of learning in a sensible way| Coping with emotions
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E-Portfolio related knowledge, skills, attributes
| Reflective skills
| Learning by doing
| To reflect and to change
| Own role, boundaries between teachers and learners
| Coping with differences
| Openess for corrections and self-critics
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E-Portfolio related knowledge, skills, attributes
| To appreciate learners
| To like people and his/her learners
| To live authentically what has to be taught
| Treat people respectfully
| Encourage the self-esteem
| To estimate learning
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Conclusions, findings – Teachers‘ views and needs
| Experts knowledge as a basis for professional teaching
| Technical questions and competences as a matter of course
| Didactical and methodological competences
| Personel and social skills, attitudes
| The work with the [e-] portfolio is an attribute, it is an appreciation of learners.
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So … what’s new, what’s next?
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Expectations towards teacher training
| Possibilites for exchange
| To enable reflection
| Professional mentoring
| E-Portfolios as a tool for professional development
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Next steps …
| Investigation on the use of e-portfolios in adult education/adults‘ learning
| Modifying the MOSEP tutorials to requirements of adult education
| Strategic developments and planning
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Institutional strategies (Volkshochschule Wien) …
| Bottom up: work out an e-portfolio model with teachers, clear commitments
| Top down approach: e-portfolio model for the (pedagogical) staff, clear commitments
| Modification of train the trainer courses: working with computers, internet and (e-) portfolios as an integral part
| Strategic planning, professionalisation, standardisation (NQF) & diversity of learners and learning contexts
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Thank for your attention!
| Dr. Gerhard Bisovsky
Die Wiener Volkshochschulen GmbH, Volkshochschule Meidling
Kompetenzzentrum „Lernen mit den Medien der Informationsgesellschaft“
Längenfeldgasse 13-15, 1120 Wien, Austria
| Dr. Sandra Schaffert
Salzburg Research Forschungsgesellschaft
Jakob Haringer Str. 5, 5020 Salzburg, Austria
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References
| This presentation is based on our full paper: Bisovsky, Gerhard & Schaffert, Sandra (2008). Learning and teaching with E-Portfolios: Experiences in and Challenges for Adult Education. Full paper in the Proceedings of the Interactive Computer Aided Learning Conference (ICL) in Villach (24-26 September 2008) – a preliminary version is available via: http://sandra.schaffert.ws/?p=121
| Attwell, Graham (1997): New roles for vocational education and training teachers and trainers in Europe: a new framework for their education. In: Journal of European Industrial Training. Vol. 21, Issue 6/7, p. 256-265.
| Bauer, Fritz (2007): DU kannst was! In: Tagungsband Du kannst was: http://www.land-oberoesterreich.gv.at/cps/rde/xbcr/SID-F9C0D1F1-01532F3D/ooe/BI_EB_Tagungsberich2007.pdf (18.9.2008)
| Commission of the European Communities (2006): Communication from the European Commission. Adult learning: It is never too late to learn, Brussels. URL: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2006:0614:FIN:EN:PDF (2008-06-26)
| Deutsches Institut für Erwachsenenbildung (DIE), Deutsches Institut für Internationale Pädagogische Forschung (DIPF), Institut für Entwicklungsplanung und Strukturforschung (IES) (2006): ProfilPASS – Gelernt ist gelernt. Bielefeld: Bertelsmann.
| Herman, Clem & Kirkup, Gill (2006): Returning to work, working to return: using ePortfolios to increase women’s employability in gender segregated occupations. In: Proceedings of the Conference “eStrategies for empowering learners” of EIfEL (European Institute for E-Learning) Oxford, 11.-13.Oktober 2006.
| This presentation is based on our full paper: Bisovsky, Gerhard & Schaffert, Sandra (2008). Learning and teaching with E-Portfolios: Experiences in and Challenges for Adult Education. Full paper in the Proceedings of the Interactive Computer Aided Learning Conference (ICL) in Villach (24-26 September 2008) – a preliminary version is available via: http://sandra.schaffert.ws/?p=121Attwell, Graham (1997): New roles for vocational education and training teachers and trainers in Europe: a new framework for their education. In: Journal of European Industrial Training. Vol. 21, Issue 6/7, p. 256-265.
| Bauer, Fritz (2007): DU kannst was! In: Tagungsband Du kannst was: http://www.land-oberoesterreich.gv.at/cps/rde/xbcr/SID-F9C0D1F1-01532F3D/ooe/BI_EB_Tagungsberich2007.pdf (18.9.2008)
| Commission of the European Communities (2006): Communication from the European Commission. Adult learning: It is never too late to learn, Brussels. URL: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2006:0614:FIN:EN:PDF (2008-06-26)
| Deutsches Institut für Erwachsenenbildung (DIE), Deutsches Institut für Internationale Pädagogische Forschung (DIPF), Institut für Entwicklungsplanung und Strukturforschung (IES) (2006): ProfilPASS – Gelernt ist gelernt. Bielefeld: Bertelsmann.
| Herman, Clem & Kirkup, Gill (2006): Returning to work, working to return: using ePortfolios to increase women’s employability in gender segregated occupations. In: Proceedings of the Conference “eStrategies for empowering learners” of EIfEL (European Institute for E-Learning) Oxford, 11.-13.Oktober 2006.