eportfolio epic-2012
DESCRIPTION
Presentation for Conference ePIC12 July 9-11 (2012)TRANSCRIPT
Design and Implementation of an
ePortfolio strategy aimed at Teachers Training: making sense of the process of learning
EPIC 2012 – ePortfolios & Identity#eporforall
Rovira i Virgili University
Educational Sciences Department
Spain
Ms Andrea Ximena CastañoDr José Miguel Jimenez
Dr Ángel Pío González Soto
1. Situation of ePortfolio in Spain
2. Purpose for ePortfolio Implementation
3. Integration of ePortfolio Mahara in Classroom
4. Learning from the experience, next steps
1. Situation of ePortfolio in Spain
4.Learning from the experience, next steps
3. Integration of ePortfolio Mahara in Classroom
2. Purpose for ePortfolio Implementation
Introduction
Spanish Context
Eportfolio Needs
Process• The need for more institutional support• There is lack of knowledge of good
practices• To address didactic and pedagogic
strategies for ePortfolios • More Integration with digital tools,
software for ePortfolios and Web 2.0
ePortfolio Research in Spain
ePortfolio Network
EPIC 2012 – ePortfolios & Identity Castaño, A, X.
ePortfolio Mahara at Rovira i Virgili University
ePortfolios at Teacher Training
• Short cycle Higher Education
• We have worked with e-portfolios and Master Degree Erasmus Mundus during 2011
One academic year
• Mahara ePortfolio implementation and integration with the course
EPIC 2012 – ePortfolios & Identity Castaño, A, X.
How ePortfolio Mahara can be integrated into the classroom settings?
EPIC 2012 – ePortfolios & Identity Castaño, A, X.
ePortfolio activities
Curriculum integration
Professional Development
Activities that show reflection
Reflection
InteractionPeople want to participate … but they will only do so one they
have “permission” and a forum in which to utilize existing communication/technological skills(Siemens )
Self-assessment
EPIC 2012 – ePortfolios & Identity Castaño, A, X.
activities that show reflection
Jhonson, 2006
Reflection on professional experiences
Reflection about their understanding of
conceptual meanings
Reflection on team work and collaboration
Web 2.0 evidences
Self-asessment
Assessing at the end of the course following an self-assessment rubric We have developed a rubric with which 8 areas of the portfolio are assessed
Activity Initial In Progress Intermediate Advanced
Reflection
• Quality of entries• Selection of
evidence• Critical Thinking• Goal Definition• Direction• Construction of
evidences• Quality of writing• Use of Web Media• Design of elements
and text
All reflections clearly describe the growth, progress and achievements, and include continuous learning goals (long and short term).
Most of the reflections that describe the growth and include goals for continued learning.
Algunas de las reflexio-nes describen el creci-miento e incluyen metas de aprendizaje contínuo
Ninguna de las refle-xiones describen el cre-cimiento y no incluyen metas de aprendizaje contínuo.
ePortfolio activities
• Reflection on professional experiences
• Reflection about their understanding of conceptual meanings
• Reflection on team work and collaboration
• Web 2.0 evidences
• Self-asessmentEPIC 2012 – ePortfolios & Identity
Castaño, A, X.z
Integration with the curriculum
EPIC 2012 – ePortfolios & Identity Castaño, A, X.
• Initial perceptions
• Technolgy skill development
• Attitudes regard ePortfolio
• Assessment Experience Questionaire
• Perceptions of the assessment practice
• Influence on learning
Students perceptions
EPIC 2012 – ePortfolios & Identity Castaño, A, X.
Concept of Educator
Purpose
profile
network
Collaboration
Group and blog’s feed
Self-assessment
08/04/2023Trust, belonging
Findings
Student's selection of artifacts may lead to deeper learning experience as they wrestled with understanding of the connections between what they did and the standards
Those who adopt deep approach to learning perceive the making of a portfolio as stimulating their thinking as requiring a deep understanding of the learning materials
Students acting on the feedback, this means teachers encouranging studetns to make explicit how they used feedback to reorient their reflections or adding value to the process.
More quality of assessment with ePortfolios
Better strategies to involved Teachers and Tutors in ePortfolio integration
The rubric should have detailed criteria combined with rating scales and a detailed guideline for the e-portfolio design.
Findings
Next steps
• Aplication of more collaborative activities using Web 2.0 tools
• Apply a conceptual framework for application of ePortfolio at Higher Education
• Setting a more careful PDP for students for Teachers with Institutional support
• The issue of attitudes towards reflective writing
• Need for more exploration of the role of Tutors and Teachers in the attitudes on
Professional Development
Thank you!Gracias!
EPIC 2012 – ePortfolios & Identity Castaño, A, X.z