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e-Portfolio in class
Organization of students in working groups with Mahara e-portfolio system, examples of their
work and assessment procedure
Ana Ćorić, mag. inf.
Content
A) General information
D) Students say…
B) Activities organization
C) Assessment procedures
A) General information
Each generation and location had own community group in e-Portfolio system.
Year Course name Number of
enrolled students
Number of students in e-
Portfolio
2010 “Computer Mediated
Communication”
142 107
2011 152 124
Total: 294 231
Locations: Varaždin, Zabok, Križevci Lectures: 30 hours Seminars: 15 hours Status of students: full & part time students
B) Activities organization
• E-Portfolio activities included:
(1) Personal development portfolio
portfolio of students’ recording and presentation of students accomplishments, qualifications and goals over time
(2) Digital diary
electronic diary where students recorded and reflected upon course activities
(3) e-Portfolio community
where students could participate in forum discussions
(4) Project portfolio
presentation of student group projects
B) (2) e-Portfolio diary
• What students did?
• Kept notes of lectures and seminars
• Documented and reflected upon course content
• Integrated created artifacts (presentations, seminars, case studies and other artifacts created using social software - web 2.0 tools for mind mapping, creation of block diagrams, podcasts etc.)
• Why students did that?
Collections of notes available and accessible online
Organization and personalization of online learning environment – just the way they like :)
combination of text, picture, video and audio files into rich and colorful notes
Possibility to share notes with others
Possibility of peer-to-peer learning
B) (2) e-Portfolio diary Case I.
Diaries open just to group members
illustrations
The main aim of this activity was to stimulate students’ creativity and facilitate collaborative and peer to peer learning
notes
&
reflections
collection
of diary
pages
Web 2.0
artifacts
B) (2) e-Portfolio diary Case II.
illustrations
This activity demanded more engagement from students but helped students to allocate less time to prepare for an exam.
notes
&
reflections
collection
of diary
pages
Web 2.0
artifacts
C) (2) e-Portfolio diary - assessment
Diary activity was very important and had a great part of final grade.
• Objective and subjective assessment measures were applied.
• Elements rating - 1 (one) to 5 (five).
• 1 is used to show that criteria were not met at all
• 5 showed that all criteria were met fully and even more.
Elements of assessment
summarization of key weekly course content
grammar and punctuation
their observations and reflections about course content
showcase of artifact as result of course activity
the quality and accuracy of created artifacts etc.
B) (3) e-Portfolio Community
• What students did?
Communicated
Participated in topic discussions
Started new topics
Asked questions?
Reflected to course content
• Why students did that?
To exchange experience and knowledge.
To support social interactions that are less constrained by the time or the space.
To make common views and to add different artifacts to group pages
To develop and improve their skills (communication skills, writing skills and multimedia integration skills)
Aims of these activities Learning trough asynchronous communication: reflections, feedback, exchange point of views.. To know each-other a bit better
B) (3) e-Portfolio Community – Case I. Group Homepage
Group
pages
RSS
feeds
Forum
topics
B) (3) e-Portfolio Community – Case II. forum discussions
Forum
topics
Group
pages
Number
of posts
Topic categories: (1) Rules of course assessment; (2) Help topics - questions and answers; (3) Course content –
engaging topics; (4) “Fun” topics – students interests: hobbies, where to work after finishing study, favorite movie, music…
B) (3) e-Portfolio Community
• Outcomes:
Increased time of learning – not just at regular classes
Positive impact on student motivation and success in mastering the content of the hybrid course
Helps to discover student reactions and opinions related the course content and course activities organization
if students are not satisfied with some aspect, they will discuss it in the forum!
in another case, the teacher might realize the difficulties faced by students in understanding a specific concept and he can give a more detailed explanation in future courses!
Increased interaction between teachers and students.
B) (3) e-Portfolio Community - Assessment
• Objective and subjective assessment measures were applied.
• Elements rating - 1 (one) to 5 (five)
1 is used to show that criteria were not met at all;
5 showed that all criteria were met fully and even more.
Elements of assessment
frequency - number of posts&reposts/topics
post clarity & post relevance
knowledge demonstration
contribution to new knowledge
personal experience & support comments
B) (4) Project portfolio
• Collaborative work among students (5-6 member groups)
• What students did?
theoretical review of project subject,
found additional resources on the web (scientific and practical examples)
categorized subject key concepts, schemas with different social software
used pictures and graphs to illustrate main points of projects and etc.
• Why students did that?
to support collaborative and team work of students
to enhance creativity in student’s project design
to contribute creation of additional teaching resources
B) (4) Project portfolio
Students were responsible for their own process of learning.
Teorethical
background
Web 2.0
artifacts
B) (4) Project portfolio – Case: Communication in organization
Group
assignment
illustrations
• Elements rating - 1 (one) to 5 (five)
1 is used to show that criteria were not met at all;
5 showed that all criteria were met fully and even more.
B) (4) Project portfolio – C) Assessment
Elements of assessment
accuracy of presented information justified sources for written facts and information;
content quality the clarity, concisely and novelty of written information;
grammar & punctuation spelling and grammatical errors;
originality in thinking (personal contribution) synthesize gathered information to draw new conclusions
or to construct new meanings;
organization and presentation of information: text organization and presentation
illustration trough multimedia (video, image, sound..); quality of supporting artifacts
list of references
D) Students say… e-Portfolio Mahara
PROS. Cons.
Open source Still lot of bugs
Enough help resources: text & video tutorials
Bad translation of some functionalities
Good for monitoring student progress
Some functionalities are not supported in all browsers
Useful features i.e. access rights No search by content
Curriculum development Not all embed types are supported
Various skills development (communication skills, writing skills
and multimedia integration)
It’s not connected with other major system (moj-posao.net, hzzo,
moodle…)
Easy to use Not enough people there
Drag and drop Not enough templates
Good designed Sometimes slow
… …
Conclusion
• Valuable portfolio characteristics to remember:
emphasis students’ progress and students’ point of view (van Aalst & Chan, 2007);
helps in development of various skills like writing, organizing, presenting, communicating, creativity, critical thinking etc. (Yancey, 2009);
facilitates students to value what they know rather than what they don’t (Reardon & Hartley, 2007; van Aalst & Chan, 2007);
encourages students to take responsibility for their own learning (Yang, 2003; Demirli & Gürol, 2007; Attia, 2010);
supports a collaborative assessment (Wang, 2009);
supports the assessment of process and product (Barrett, 2010);
That’s all…
:)