E-Portfolios as a Necessary Trend: Students Managing Their Own Learning Cher Ping LIM Professor, Curriculum and Innovations The Hong Kong Institute of

E-Portfolios as a Necessary Trend: Students Managing Their Own Learning

Cher Ping LIMProfessor, Curriculum and Innovations

The Hong Kong Institute of Education ranked 3rd in Asia and 15th in the world in Education (QS World University Rankings by Subject 2015)

Overview of Session

• Challenges for Asian Educators• Opportunities Offered by E-Portfolio for Teaching

and Learning• E-Portfolio Initiative in HKIEd: Students

Monitoring and Managing their own Learning• Example of a Student E-Portfolio• Supporting Conditions and Resources• Addressing Issues and Challenges

The Sixth TCU International E-learning Conference 2015 "Global Trends in Digital Learning"

July 20-21, 2015 BITEC Bangna, Bangkok, Thailand

Challenges for Asian Educators

In the ADB’s publication Asia 2050, it predicts that another 3 billion Asians will enjoy similar living standards to those in Europe today, with Asia accounting for more than half of the global output by 2050.

The Asian Century?


• Although there has been a dramatic slowdown in Japan’s economic growth in the last two decades, China’s rise in the wake of the Open Door policy and India’s impressive growth rates have laid the foundation for Asia’s dynamic economic resurgence.

• This was most evident during the 2008 global financial crisis when Asia demonstrated its resilience as compared to the threats of unemployment, national bankruptcy, and housing sector collapse experienced in Europe and North America

The Asian Century?



Asia is becoming and will be the world’s largest producer of goods and services, and will be the world’s largest consumer. It is already the most populous region in the world and will most probably form the majority of the world’s middle class by 2050.

The Asian Century?


For Asia to sustain its growth and make the Asian Century a reality, it has to harness on the potential of the rapid advancement of technology, and makes sense and manage the global level of economic, ecological, social, political and cultural integration across countries that are part of globalisation.

The Asian Century?



The Asian Century?


In such a new world order, our children and young people in Asia have to be prepared to be agents of change rather than just passive observers of world events; and at the same time, to live together in an increasingly diverse and complex society and to reflect on and interpret fast changing information.

The Challenge for Asian Educators



• Learning How to Learn• Critical Thinking• Creative Thinking• Global Awareness and Understanding• Problem Solving• Team Work• Effective Communication• Ethical Decision Making

The Challenge for Asian Educators


Opportunities Offered by E-Portfolios for Teaching & Learning

Opportunities by E-Portfolios

• Self-Reflection• Consolidation of Learning Experiences• Group Reflection through Critical Friendship• Goal Setting• Learning Trajectory Planning• Learning Community



E-Portfolio Initiative in HKIEd

• Critical thinking skills

• Problem solving skills

• Creative and innovative thinking

• Effective communication

• Ethical understanding and decision making

• Social interaction

• Global perspective and multi-cultural competence

7 Generic Competencies – Graduate Attributes


7 Generic Competencies – Graduate AttributesGeneric Outcome Brief DescriptionProblem-Solving (解決難題 )

Be able to identify problems Be able to gather information Be able to analyze problems Be able to evaluate solutions

Critical and Reflective Thinking (批判與反思 )

Apply critical reasoning to issues through independent thought and informed judgment

Evaluate opinions, make decisions and to reflect critically on the justifications for decisions

Be able to judge situations/actions/decisions Be self reflective

Creative and Innovative Thinking(創造與創新 )

Challenge new and old ideas Practice risk-taking Apply creative and innovative solutions to existing

and emerging problems.

Initiate or solicit new ideas, implement decisions and cope with uncertainties.

Aesthetic appreciation and creative expressionEthical Understanding and Decision Making

(道德判斷 )

Demonstrate a knowledge and respect of ethics and ethical standards

Be able to value and promote truth, honesty, and ethical standards.

Can exercise initiative and responsibility, taking action and engaging others to make a positive difference for the common good.

Treat people well



7 Generic Competencies – Graduate AttributesGeneric Outcome Brief DescriptionEffective Communication

(有效溝通 )

Articulate and express one’s self Can express knowledge, ideas and opinions in

their professional field, both orally and in written form, with confidence, fluency and clarity.

Be able to engage effectively and appropriately with information and communication technologies

Be able to actively listen and respond to the ideas of other people.

Social Interaction Skills

(社交互動能力 )

Build positive relationships with others Be able to interact effectively with others in

order to work toward a common outcome Show capacity for tolerance and mutual respect

of others, resolving conflict and the negotiation of outcomes.

Demonstrate general human understanding including empathy, sensitivity and cooperation

Global perspective and Multi-cultural Competence(全球視野及文化意識 )

Show an understanding of social and civic responsibility

Show tolerance for and appreciation of cultural and intellectual diversity

Can function effectively and constructively in a global environment and in a variety of complex situations.

Be able to appreciate diversity of communication styles employed by individuals from different national and cultural backgrounds.


Self-Assessment of Generic Competencies (Individual Report)



11th International Conference on Innovation in Education 2014 (Paris, 7-9 July 2014)

Self-Assessment of Generic Competencies (Individual Report)

ePortfolios at HKIEd

ePortfolio is purposeful collection of digital artefacts, that include evidences of students’ learning process and outcomes.



ePortfolios at HKIEd: Main Aims

• Empower students in monitoring and managing their own learning processes and trajectories;

• Engage students in critically reflecting upon their learning and become lifelong learners;

• Create opportunities for students and staff to engage in technology-rich learning environments;

• Support students in collecting evidences of their learning throughout 4/5 years of study;

• Provide a platform for students to showcase their professional and 21st century competencies.


ePortfolios at HKIEd

The ePortfolio should reflect the students’ learning experiences and outcomes under the new academic structure:

• Language Enhancement• General Education• Co-curricular Learning

• Overseas Learning Opportunities

• Field Experience/Internship



At the End of 4 to 5 Years


Implementation Timeline

Year 1 Year 2 Year 3 Year 4 Year 5

Sem 1 Sem 2 Sem 1 Sem 2 Sem 1 Sem 2 Sem 1 Sem 2 Sem 1 Sem 2

Language

Enhancement

Overseas Learning Opportunities and Work Experiences

Field Experience

GE foundation

Major and Co-curricular Activities

GE consolidation



Example of a Student ePortfolio

Example – Profile Page and Self-Assessment


Example – Profile Page, Goals & Outcomes



Example – One of the Experiences


Example – One of the Experiences



Example – Another Experience



Example – Another Experience


Example – Action Plan



Supporting Conditions and Resources

Supporting Conditions

• Professional learning sessions and walk-in clinics for students and staff;

• Partnerships with staff to co-develop the assessment tasks and learning activities;

• Staff and senior management buy-in of the initiative;

• Support resources for self-learning; and

• On-going evaluation of the implementation to refine the process.


Online Resources Page

Video on “What is ePortfolio?”

Information on support(Workshops, Walk-in Clinic, Hotline & Email enquiries)

Other Learning Materials on Web2.0 applications

Guides for tutors/supervisors on giving feedback to students using the platform

Templates for different courses and learning activities

Mahara User Guide

Objectives of ePortfolios

Step-by-step user guide



Addressing Challenges and Issues

Challenges and Issues

• Purpose of ePortfolio– Reflection vs Assessment– Management of Learning vs Showcasing of

Learning

• Transformation in Assessment Practices: Changes in Pedagogical Practices? Changes in Roles of Tutors and Students?

• Shared Ownership of Initiative Towards Learner Engagement to Enhance Learning Outcomes




• Promote the concept of “Learning with ePortfolios” and emphasize on the awareness of the learning process;

• Promote a learning community with the use of ePortfolios; • Enhance the communication with students via different

channels;• Enhance the communication with course coordinators and

tutors; • Reduce the number of workshops and enhance the support

on online resources and face-to-face consultations on using the ePortfolio platform;

• Identify best practice as examples to students to enhance students’ interest in creating their own unique ePortfolios;

• Work closely with OCIO on enhancement of Mahara storage space and encourage the use of external sources of storage.



Vision and Underlying Philosophy

Program: Curriculum, Assessment, & Co-Curriculum

ICT Plan, Infrastructure,

Hardware Packages & Resources

Professional Learning of Teachers &

Leaders

Communication & Partnerships

Research & Evaluation



THANK YOU

Professor LIM Cher PingCurriculum & InstructionHong Kong Institute of Education

[email protected]

http://ied.academia.edu/CherPingLim


mailto:[email protected]



Documents

E-Portfolios as a Necessary Trend: Students Managing Their Own Learning Cher Ping LIM Professor, Curriculum and Innovations The Hong Kong Institute of