‘Bit by bit, it all adds up’ engaging and assessing student learning through ePortfolios Dustin Hosseini@DustinAcEd Coventry University dustin.hosseini@coventry.ac.uk

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  • Slide 1
  • Bit by bit, it all adds up engaging and assessing student learning through ePortfolios Dustin Hosseini@DustinAcEd Coventry University dustin.hosseini@coventry.ac.uk
  • Slide 2
  • Additional handouts were given at the conference. If you wish to have a copy of these, please contact me directly and Ill be happy to provide you with the handout, which is a ePortfolio assessment toolkit. Note to viewers post conference
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  • EAP programs: o high stakes, intensity, wastage ePortfolio as a diverse solution: o integrated skills & reflective practices o multimodal assessment capabilities o creativity & transferability Abstract in brief
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  • underpinning theories rationale for including ePortfolios affordances of ePortfolios caveats of ePortfolios materials for thought questions Session summary
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  • knowledge is socially constructed o cf. Dewey, Vygotsky and others reflective and reflexive practices can focus learning while fostering criticality o cf. Gillie Bolton, Jennifer Moon and others Underpinning theories
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  • Have your students ever built ePortfolios on your program? Informal survey on the BALEAP mailing list: 81 responses of 990+ possible
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  • Reasons why ePortfolios are not used Most common reasons: 29 of 81 - never considered using ePortfolios 25 - lack of knowledge/training per setting up 16 - lack of knowledge per assessing ePortfolios Noteworthy reasons: difficulties per institutional VLE software-related issues assessment
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  • significant evidence for (e)Portfolio usage creative & constructive evidences development and progression fosters learner & graduate attributes can wholly replace written assessments extends learning Rationale for ePortfolios
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  • ePortfolios can... develop learners in many ways offer learners a personalizable space allow diverse assessment methods exploit open source/freely available tools Affordances of ePortfolios
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  • What to consider ePortfolio systems/tools - which ones? university regulations & systems training engagement Caveats of ePortfolios
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  • An example of an ePortfolio
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  • Sample ePortfolio rubric
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  • ePortfolio Assessment Rationale ePortfolio Assessment Criteria ePortfolio Assessment Brief NB: To those who cannot attend, contact me and I can send you these. They are licensed Creative Commons Attribution- NonCommercial-ShareAlike. Please modify, attribute and share them freely! Materials for thought
  • Slide 14
  • tom.muir@hioa.no References & suggested reading Bolton, G. (2010). Reflective practice: Writing and professional development. Sage Publications. Burner, T. (2014). The potential formative benefits of portfolio assessment in second and foreign language writing contexts: A review of the literature. Studies in Educational Evaluation, 43, 139-149. Burr, V. (2003). Social constructionism. Psychology Press. Chau, J., & Cheng, G. (2010). ePortfolio, Technology, and Learning: a Reality Check. Journal of Interactive Learning Research, 21(4), 465-481. Chau, J., & Cheng, G. (2012). Developing Chinese students' reflective second language learning skills in higher education. The Journal of Language Teaching and Learning, 2(1), 15-32. Cheng, G., & Chau, J. (2013). A study of the effects of goal orientation on the reflective ability of electronic portfolio users. The Internet and Higher Education, 16, 51-56 Cheng, G., & Chau, J. (2013). Exploring the relationship between students' self-regulated learning ability and their ePortfolio achievement. The Internet and Higher Education, 17, 9-15. Cummins, P. W., & Davesne, C. (2009). Using electronic portfolios for second language assessment. The Modern Language Journal, 93(s1), 848-867.
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  • tom.muir@hioa.no References & suggested reading Dewey, J. (1929). Democracy and education. Dewey, J. (1933). How we think: A restatement of the reflective thinking to the educative process. Heath. Ferrari, L., & Zhurauskaya, D. (2012). e-Portfolios for Language Learning and Assessment. ICT for language learning, 5(4). Gerbic, P., Lewis, L., & Amin, N. M. (2011). Student perspectives of eportfolios: Change over four semesters. Changing Demands, Changing Directions. Proceedings ascilite Hobart, 423-436. Lantolf, J. P., & Lantolf, J. P. (Eds.). (2000). Sociocultural theory and second language learning (p. 1). Oxford: Oxford University Press. Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice. Psychology Press. Moon, J. A. (2004). Reflection and employability (Vol. 4). LTSN Generic Centre. Moon, J. (2004). Using reflective learning to improve the impact of short courses and workshops. Journal of Continuing Education in the Health Professions, 24(1), 4-11.
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  • tom.muir@hioa.no References & suggested reading Moon, J. (2005). We seek it here... a new perspective on the elusive activity of critical thinking: a theoretical and practical approach. Higher Education Academy: University of Bristol. Moon, J. A. (2006). Learning journals: A handbook for reflective practice and professional development. Routledge. Moon, J. (2010). Learning journals and logs. Centre for Teaching and Learning, UCD Dublin http://www.deakin.edu. au/itl/assets/resources/pd/tl-modules/teaching-approach/group-assignments/learning- journals.pdf. OKeeffe, M., & Donnelly, R. (2013). Exploration of ePortfolios for Adding Value and Deepening Student Learning in Contemporary Higher Education.International Journal of ePortfolio, 3(1), 1-11. Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Harvard University Press. Vygotsky, L. S. (2012). Thought and language. MIT press.
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  • tom.muir@hioa.no Questions