Eportfolio09 Austria - Didactical challenges

Hilzensauer & Schaffert (2009): E-Portfolios: Didactical Challenges for HEI

E-Portfolios: Didactical Challenges for Higher EducationJuly 2nd, 2009A Workshop at the International Conference“The Potential of E-Portfolios in Higher Education”University of Economics and Business Administration, Vienna

Wolf Hilzensauer & Sandra Schaffert, Salzburg Research

Wolf Hilzensauer & Sandra Schaffert 2009http://creativecommons.org/licenses/by/3.0/de/


Who we are…


E-Portfolio …

6-2007: Study for Practitioners in HEIs (in German)

08/2006-07/2008 EU Project MOSEP

10/2007: ePortfolio Training Course for Teachers

10-2007: Study for Practitioners in Schools &career counselling


Agenda

| Presentation: E-Portfolio in Higher Education: Definition & Applications

| Didactical Challenges in an Overview| Intervention: Learning something new: Planning

the Zoo| Reflective Learning| Assessment of / for learning| Presentation of Results: Lessons Learned


… and what about you?

your interestyour e-portfolio expertise

•as learner•as tutor

•study programme directors•researcher

•in any other way

http://www.flickr.com/photos/dhammza/88536167/


Opening Joke


Why is learning with e-portfolio better than sex?

• If you are not sure, what you are doing, you can always ask your tutor.

•With a coffee you can do it the whole day (and night)

photo: Matthias Pastwa, http://www.flickr.com/photos/mpastwa/3441707765/sizes/o/Idea: thanks to Prof. Terry Anderson for his inspiration!

http://www.slideshare.net/terrya/design-based-research-new-research-paradigm, p.3


E-Portfolio in Higher Education: Definition & Applications


What is an E-Portfolio?

| An e-portfolio is a digital collection of skilfully completed works of a particular person (= lat. artefacts).

| Its purpose is to document and represent the product (knowledge) and the process (learning curve/increase of knowledge) of a person's achieved competencies within a specific time period and towards a particular learning goal.

| The person has to decide which artefacts he/she wants to include and how to organise them in relation to his/her learning goal.

| As the owner of the e-portfolio, the person has full control of who is able to see what kind of information of his/her e-portfolio, how much information and at what specific time.

(Hilzensauer & Hornung-Prähauser 2006)


E-Portfolio Processes



Four different applications of e-portfolio in HEI

Source: Hornung-Prähauser, Geser, Hilzensauer & Schaffert 2007,39


Exemplary realisation within one seminar(Media competencies seminar at the University Vienna)

see Römmer-Nossek, Peterson, Logar & Zwiauer 2007, p. 6


Didactical Challenges …


Micro and macro didactical challenges

staff development

technical infrastructure (soft- and hardware)

organisationallearning culture

…

…curricula

examinationregulations

materials to support reflection

design of assessment

criteria

teacher (tutor)/student interaction

feedback forms

assignments


Propositions for Quality in Teaching(according to NBPTS, 2002)

1. Teachers are committed to students and their learning.

2. Teachers know the subjects they teach and how to teach those subjects to students.

3. Teachers are responsible for managing and monitoring student learning.

4. Teachers think systematically about their practice and learn from experience.

5. Teachers are members of learning communities.


Missing concrete descriptions within the e-portfolio approach


description gap:

learning settings,concrete

assignments,…

fitting: a

ll „open“

educational a

pproaches


Learning something new: Planning a Zoo


Your prior knowledge

What do you already know about planning of zoos?What are your assumptions?

What are your preferences in the zoo?

Please take some notes

Source: http://www.infotheken.net/Zoo/plan0eng.gif


Assignment: Plan a zoo!

| Background: | We are all members of a learning group within an e-portfolio

process| Our common learning goal is to get a better knowledge

about keeping of animals in zoos.| For this we decided to plan a zoo and to document our

learning steps and results within our e-portfolio

| Why:| To get a common learning experience, we want to give you a

short task: the development of a zoo plan.| The explicite goal is to plan a zoo| The inherent learning goal is to get a better knowledge

about keeping of animals in zoos.


Method

| Design based approach| is an open educational practice (as group work

or project work), which could be a part of the learning process within or parallel to a e-portfolio work(ref. Heidrun Allert, Gabi Reinmann, Terry Anderson)


Discussion

What did you learn?

How can you document this learning processes within your e-portfolio?



Peter Scott & Roddy RubeFuture Learning and the importance of assessment and

reflection

See the interview @ http://monstery.wordpress.com


Assessment within the e-portfolio work


Fair assessment …

Quelle: http://e-campus.uibk.ac.at/planet-et-fix/M5/Pictures/baum_klettern_pruefung.gif


Group Work

After some weeks of planning the zoo, your learningprogress, your learning results and competencies

about keeping of animals in zoos will beassessed.

Please discuss (take some notes on moderation cards) about the criteria: According to which criteria

should (or could) your e-portfolio be assessed?“



Why is assessment important?

| fair assessment of competencies or learning outcomes is the foundation for democratic society, where jobs and opportunities are not a question of birth or money

| it is also needed to monitor and evaluate the learning processes as feedback for learners and teachers

| it defines and directs the learning process directly and indirectly as a “hidden curriculum”

| assessment is unloved, but important


It is important that …

| the learning goals and the assessment criteria fit together

| the assessment procedure and processes support and foster the anticipated way of learning


Assessment of and for learning(Assessment Reform Group 2002)

| Assessment of learning is:| Purpose prescribed| Artifacts mandated -

scoring for external use| Organized by teacher| Summative (past to

present)| Institution-centered| Requires extrinsic

motivation

| Assessment for learning is:| Purpose negotiated| Artifacts chosen -

feedback to learner| Organized by learner| Formative (present to

future)| Student-centered| intrinsically motivating


Characteristics of assessment with e-portfolio| A lot of preparation for the learner,| Diverse materials (including reflection about learning)| Subjective criteria, sometimes objective, class-wide

criteria| Rating and evaluation takes a long time and is – mostly

– subjective| … portfolio can enable a more holistic, individual,

learning supportive assessment: “From the viewpoint of assessment, the rationale for portfolios is clear: there are a number of valuable activities and attainments that cannot be assessed using the format of timed tests”

(McCusker, Pead & Ridgway, 2006 Report 10: Literature Review of e-assessment. Bristol: Future Lab.).


Group Work

1) Find criteria: How should a teacher measure and assess your e-portfolio if (s)he likes to support your future

learning progress? (FOR learning)

2)Find criteria: How should a teacher measure and assess your e-portfolio if (s)he likes to evaluate your learning outcomes ?

(OF learning)

3) Discuss the differences!



Assessment within e-portfolio shouldbe built on the following ideas

| The learner are involved and authorized to make own decisions concerning their learning goals and learning

| The learners are involved in the development of assessment criteria and rules

| The learners have a open space to bring in own interests or competencies into the assessment situation

| The feedback of the assessment should be given in an appropriate and appreciative manner, e.g. as a comment and not through marks.

| Peers should be involved in the assessment process


Assessing the mature of an e-portfolio by Challis (2005) | Selection of material (e.g. relevant – everything tied to the set

purpose and audience, carefully selected to make obvious specific points, no unprocessed or trivial material)

| Level of reflection (e.g. reveals deep understanding, illustrated self-awareness and growth, incorporates and is responsive to feedback from others)

| Content (e.g. reveals considerable thought over a period of time, is contextualized, reveals personality as well as thought, all text is accurately)

| Use of multi-media (enhances content and engages, appropriate and purposeful, high quality audio/video, non-distracting)

| Design (e.g. uncluttered and elegant, graphics are in accord with portfolio’s purpose and its creator, no distracting elements, connections are readily made

| Navigation (e.g. clear- intuitive, allows users to select their own pathway(s), fully hyperlinked).


http://www.flickr.com/photos/dhammza/253987999/sizes/l/

Group work: Lessons Learned…

Please list the most important thingsabout assessment within e-portfoliowork for a short presentation for the other group


Fostering Reflection of Learning


Theoretical Approaches of Reflection

| John Dewey - Inquiry based learning | Klaus Holzkamp – Subject theory| David A. Kolb – Learning cycle| Donald A. Schön – Reflective practitioner| D. Boud, R. Keogh, D. Walker:

Reflection – experience into learning| Graham Gibbs – Reflective Cycle


John Dewey - Inquiry based learning

| Transfer experience from a primary level (practical experience) through reflection on to a secondary level (theoretical knwoledge).

| 5 stages: | Primary experience through practical work| Reflecting about the encountered problems| Abstracting the findings and transfer to the secondary

(theoretical) experience | Building of general hypothesis | Evaluation by applying in a practical environment


David A. Kolb: Experiential Learning Cycle


Graham Gibbs – Reflective Cycle

| Description: What happened? | Feelings: What were your reactions and feelings? | Evaluation: What was good or bad about the experience? | Analysis: What sense can you make of the situation?| Conclusions: (general) What can be concluded, in a

general sense, from these experiences and the analyses you have undertaken?

| Conclusions: (specific) What can be concluded about your own specific, unique, personal; situation or way of working?

| Personal action plans: What are you going to do differently in this type of situation next time?


What was oneconcrete experience during the planning of the zoo?



Reflection on three levels:

| Reflection on the learning material & content| What did I learn? What are the associated facts? What further

information do I need in order to understand a certain circumstance?

| Reflection on the learning action| How do I get teh relevant information? Which steps do I have to plan in

order to be successful with my tasks? Which methods do I choose ikn order to fulfil my tasks?

| Reflection on the learning ability| Reflection about the learning process as such!| How do I learn generally? What are my concrete experiences with my

individual learning processes?What patterns can I distinguish, what are the accompanying problems, what is helpful?


Try to classify your Reflections on the 3 levels•Learning content•Learning action•Learning ability



http://www.flickr.com/photos/dhammza/253987999/sizes/l/

Group work: Lessons Learned…

Please list the most important thingsabout reflection of learning within e-portfolio work for a short presentation for the other group


Macrodidactical Challenges


Macrodidactical Challenges I(based on Lorenzo and Ittelson, Educause)

| ADOPTION | ePortfolio and teaching methods, strategies and goals in your institution, | availiable resources, both human and material (in terms of skills and

numbers) | strategic development plan of your institution

| HARDWARE AND SOFTWARE | interoperability and integration with other software systems (CMSs,

databases and the like) | servers performance and data back-ups | technologies which support portable portfolio


| Screenshot von deiner softwareanalyse …


Macrodidactical Challenges II (based on Lorenzo and Ittelson, Educause)

| SUPPORT AND SCALABILITY | system which is suitable for a growing number of users | staff to support and maintain the system and the users | infrastructure to train users and administrators | maintanance over time

| SECURITY AND PRIVACY | securing personal data | storing and securing assesments

| OWNERSHIP AND IPR | authentication of work | owner of the artifacts and records (author, institution, both) | what can be included in ePortfolio


Contact

Wolf Hilzensauer, Sandra Schaffert Salzburg Research Jakob-Haringer-Str. 5/IIIA-5020 SalzburgPhone: +43-662-2288-429Fax: +43-662-2288-222wolf.hilzensauer@[email protected]://edumedia.salzburgresearch.at http://sandra.schaffert.ws (Sandra’s personal Weblog)http://hilzensauer.com (Wolf’s personal Weblog)


References & Resources

Futurelab: Literature Review of E-Assessment

Geoffrey Crisp: e-Assess-ment Handbook (48 €)

MOSEP E-Portfolio-Tutorials www.mosep.org

E-Assessment Weblog pruefung.net

…

Documents

Eportfolio09 Austria - Didactical challenges