Using ePortfolios to facilitate the development of reflective skills in preservice teachers

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Pauline Roberts


<p>Slide 1</p> <p>Using ePortfolios to facilitate the development of reflective skills in preservice teachersPauline RobertsEdD CandidateMurdoch Forum 2012Background and Context:Perth metropolitan university.4th Year Bachelor of Education students.Difficulty in developing specific reflections.Needed to complete and Action Learning Project but were unsure where to start.ePortfolio platform was introduced as means of recording and presenting research.Resistance by the students to the project and the technology.</p> <p>Research Question 1:What impact does engagement in the ePortfolio environment have on the level of students' reflection?</p> <p>Research Question 2:How effective are the prompts and reflective learning activities provided in the environment in increasing engagement and developing students reflections? </p> <p>Research Question 3:What strategies are most successful in developing reflective interactions amongst students and why? </p> <p>Overall Framework:In what ways can an ePortfolio platform provide an environment for the scaffolding of the development of reflection in pre-service teachers in a University environment?eLearning LifecycleACTION RESEARCHDESIGN-BASED RESEARCHEnculturation Teaching Model:Tishman, Jay and Perkins (1993)Framework for Teacher Reflection:Colton and Sparks-Langer (1993)What was implemented:Within the PebblePad platform, prompts were placed in the Gateway BlogStudents were asked to complete, comment and interact.Data collected via blog posts, focus group interviews, online survey, individual interviews, document analysis and learning analytics. Cycle 3:</p> <p>Focus on learning the new platform.Review of previous experience.Prompts to encourage interaction.Focus on first submissions</p> <p>Cycle 3:PromptsFocusCommentsA reflection on teachers[3]Prior experience,personal valuesYes - feedbackSomething to talk about[2] Interactions set up groupsNoReflective Journal as a Blog[3]ScriptsNobut 104 blogsPlan/RationaleOutlineAssessment [1] &amp; [2]Yes - questionsAdding Ethics ChecklistAssessmentYes questionsTime torefine[3] review of all aspectsNoProgress Report OutlineAssessment [1] &amp; [2]Yes feedbackUploading EvidenceAssessment [3]Yes - questionsResult:Platform being usedUsage Stats in platformAssessment tasks in formatBUTComments not being madeDiscussion not happeningChanges made:Questions added to the assets to direct the discussion</p> <p>Reference added to the prompts to show strength of theory and allow follow up if desiredCycle 4:</p> <p>Consolidating the platform and the process.Cycle 4:PromptsFocusCommentsReflective writing review[2] &amp; [3] contentand scriptsNoOutline of the 4Rs[2] Levels of writingYes- feedbackVideo Review[2] constructing meaningNoVerbal3-Step Framework[1] Plan, implement,reviewNoReflective Journal Review[2] &amp; [3]NoConclusion QuestionsAssessment[1] EvaluatingNoFinal ReportAssessments [1], [2] &amp; [3]Yes- questionsAttachmentsAssessmentsYes - questionsCurrent conclusions:Prompts were read by the students but not acted upon unless directed towards assessment.Interaction was happening in other forums.Students still resistant to new technology, especially in the final year.Results overall still alter across the cohort.Fewer questions than previous years.Where to now:Finalise the data collection.Review which prompts worked and why.Outline an environment that may be able to be applied in other platforms.Make changes to implement in 2013.References:Colton, A. B., &amp; Sparks-Langer, G. M. (1993). A Conceptual Framework to Guide the Development of Teacher Reflection and Decision Making. Journal of teacher education, 44(1), 4554.Phillips, R., Kennedy, G., &amp; McNaught, C. (2011). Evaluating e-learning: Guiding research and practice. New York: Routledge.Tishman, S., Jay, E., &amp; Perkins, D. N. (1993). Teaching Thinking Dispositions: From Transformation to Enculturation. Theory into Practice, 32(3), 147153.</p> <p>Further information:Pauline RobertsMurdoch 447</p> <p>Design'based+research+phases+</p> <p>Analysis+of+</p> <p>problem+Development+of+solutions+ Testing+of+solutions+</p> <p>Cycle&amp; Scenario+ Analysis+ Design&amp; Develop+ Implement+ Questions+to+ask+</p> <p>0&amp; +Analysis+of+problem+</p> <p>&amp; + +What+is+the+problem+and+how+can+we+solve+it?+</p> <p>1&amp; B+ +Design&amp;e.learning&amp;artefact&amp;</p> <p>Documentation+</p> <p>+ How+good+is+the+design?+</p> <p>2&amp; B+ + Refine&amp;design&amp;Develop+e'learning+artefact+</p> <p>Initial+trial+</p> <p>Does+the+e'learning+artefact+work+technically+as+it+should?+How+can+it+be+improved?+</p> <p>3&amp; C+Refine+problem+analysis+</p> <p>Design&amp;e.learning&amp;environment&amp;which&amp;embeds&amp;e.learning&amp;artefact&amp;</p> <p>Develop+e'learning+environment+</p> <p>Pilot+</p> <p>Does+the+e'learning+environment+work+as+its+designer(s)+intended?+How+can+it+be+improved?+</p> <p>4&amp; C+ + Refine&amp;design&amp;Revise+e'learning+environment+</p> <p>Deploy+to+students+(full+trial)++</p> <p>How+can+the+e'learning+environment+be+improved?+</p> <p>5&amp; D+Refine+problem+analysis+</p> <p>Refine&amp;design&amp;Revise+e'learning+environment+</p> <p>Deploy+to+students+(live)+</p> <p>How+well+does+the+e'learning+environment+work+to+support+student+learning?+</p> <p>6&amp; D+ + Refine&amp;design&amp;Revise+e'learning+environment+</p> <p>Deploy+to+students+(live)+</p> <p>How+well+does+the+e'learning+environment+work+to+support+student+learning?+!</p> <p> US Generic Paperback Template 6 x 9 CMYK</p> <p>evaluating</p> <p>guiding research and practice</p> <p>e-learning</p> <p>connecting with e-learning series</p> <p>ROB PHILLIPS s CARMEL MCNAUGHT s GREGOR KENNEDY</p> <p>e[</p> <p>evaluating e-learning</p> <p>An excellent, long overdue guide to creating the environment and conditions necessary for students to take a deep approach to learning using role-play simulations.Shirley Alexander, Professor and Deputy Vice-Chancellor (Teaching, Learning &amp; Equity), University of Technology Sydney</p> <p>Role-based e-Learning is an excellent term given by the authors to describe and define an emerging field in technology-supported education. It provides both a clear conceptual introduction and a comprehensive and accessible how-to guide for practitioners. A must-read for anyone interested in role-based learning.Professor Nancy Law, Professor and Director, Centre for Information Technology in Education, Faculty of Education, University of Hong Kong</p> <p>Written for educators seeking to engage students in collaboration and communication about authentic scenarios, The power of role-based e-learning offers helpful, accessible advice on the practice and research needed to design online role play. Drawing on the experiences of world-leading practitioners and citing an array of worldwide examples, it is a readable, non-technical, and comprehensive guide to the design, implementation, and evaluation of this exciting teaching approach.</p> <p>Issues discussed include: </p> <p>s DESIGNING EFFECTIVE ONLINE ROLE PLAYSs DElNING GAMES SIMULATIONS AND ROLE PLAYSs MODERATING ENGAGING AND AUTHENTIC ROLEBASED ELEARNING ACTIVITIESs ASSESSMENT AND EVALUATION</p> <p>The power of role-based e-learning offers a careful analysis of the strengths and learning opportunities of online role play, and is realistic about possible difficulties. Providing guidance for both newcomers and experienced professionals who are developing their online teaching repertoire, it is an invaluable resource for teachers, trainers, academics, and educational support staff involved in e-learning.</p> <p>Professor Sandra Wills is Executive Director of Learning &amp; Teaching at the University of Wollongong and founder of Project EnRoLE.</p> <p>Dr. Elyssebeth Leigh is Director of FutureSearch, a learning games and simulations design business in Australia.</p> <p>Albert Ip is Technical and Development Director of Fablusi P/L (Australia), a company specialising in online role play simulation platforms.</p> <p></p> <p>Connecting with e-Learning seriesCover image: </p> <p>! at Murdoch University on August 10, 2011jte.sagepub.comDownloaded from </p> <p>1.!Choose!to!attend!to!the!situation.!*!Reflective!Discussion!*!Possible!Solutions!*!Action!Plan!</p> <p>(1)! (2)! (3)!</p>