Do Cats Play Piano?

Do Cats Play Piano?

DO-MI-nique Alain JAN

Evidences

http://news.bbc.co.uk/cbbcnews/hi/newsid_8080000/newsid_8087800/8087807.stm



Metaphor


Graduate employee

ePortfolio practice

Real title of my research project

“An investigation of graduates’ practice in maintaining ePortfolio practice after graduation and at the beginning of their career”

Actual PhD thesis subject

Training is essential

Champions vs Laggards

Champions vs Laggards

Where literature review stops

What happens next?

Do Doctor Cats Play Piano?

What happens next?

Do Accountant Cats Play Piano?

What happens next?

Do Teacher Cats Play Piano?

The Deep Learning approach

LMS

Informal Knowledge

Personal skills

Experience

“Soft skills”

PLE

Goodyear (2003)Formal knowledge

Keys and common concepts

Institutional training - “Hard skills”ePortfolio

The question remains...

• Do graduate employees continue with eP practice at their workplace ?

• Whether they do / don't• Why ?• What?• For what purpose?

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Research questions

• What are graduates’ ePortfolio practices after having left higher education for professional life?

• What are educators’ expectations of graduates continuing to engage with their ePortfolio after graduation?

• What are employers’ expectations of graduate employees engaging with an ePortfolio at the start of their professional career?

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Participants

• Graduate employees' employer

• Graduate employees

• Graduate employees' former trainers

• Unity of study = a cluster • 1+ graduated student • Employer (HR)• Educator

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ePortfolio purpose inFrancophone countries

Teacher training (IUFM + C2i2) Engineer training

Technology training (IUF) Students’ placement

Teacher training Assessing language skills

Nursing (initial + further training) Students’ placement

ePortfolio purpose inAnglophone countries

Teacher training Assessing language skills

Nursing (initial + further training) Students’ placement

ePortfolio purpose inAnglophone countries

Which platform?

What do they do with eP?

Livre blanc « La demarche ePortfolio dans l’enseignement superieur francais » Cahier n°3 / March 2013

Students Teachers

Livre blanc « La demarche ePortfolio dans l’enseignement superieur francais » Cahier n°3 / March 2013

Do they train practitioners?

How do they train them?

• Students– 1 to 3 sessions– Average of 60 min/session

• Teachers– 1 to 2 sessions– From ½ day to 1 day/session

• Training on how to use the tool– 80% to 100% of the training time

• No training on the eP methodology

How to foster eP practice

http://vimeo.com/69882471

Do technologies, including eP havean impact on teaching? (%)

Jesen, K. and Folley, S. (2011) Teaching and Learning Institute

Working Paper No.1, University of Huddersfield, March 2011.

What are the barriers to ICT use? (%)



What factors foster the adoption of technology in teaching? (counts)



The Digital Footprint

Managing our Digital Identity

• Control our [personal-teaching-learning] environment• Improve the ownership of our knowledge• Manage access to our information• Working together• Build our reputation on facts• Facts / Groupwork are keypoints to foster motivation (Heute,

2009)

Methodology• Qualitative research

• f2f semi focussed interviews

• Activity theory framework

• Grounded theory approach29

Field of research

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First results• No geographical / sociological differences in the stories collected

• 95% of graduate employees have stopped engaging with eP practice (they say)

• 80% of graduate employees have the same perception on eP as their educators

• 98% of employers never heard the word eP

• 60% of employers (HR) are trained for skills/competences appraisal 31

What do employees say?

• eP is a strategic tool• eP takes time• eP tools are too complicated• eP are/were not considered as important by

educators/employers• What is the point if our eP is lost when leaving

the institution? 32

What employees do?• 88% have a FB account they use for personal purpose

• professional information is sometimes posted there

• 65% have a LinkedIn account• professional information is sometimes posted there• used more as a tool to say you are here

• 80% have a DropBox or equivalent account• used to store evidences of professional achievements

• 10% are blogging/reflecting on their learning/professional skills and achievements

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Conclusion (so far)• If graduate employees say they have stopped with

eP practice, we notice this is not totally true.

• Yes: they don't use eP management systems anymore

• No: because some practices are transferred form the classroom to the workplace

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Conclusion (so far)

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• Some reasons for having stopped with eP practice– Time consuming– Was not valorised by educators during HE studies– Too complicated (bad user experience impact the whole eP

practices)– Lost the content of the eP after graduation– Control of my digital identity Educators were accessing my

“secret garden” without consent– “What is ePortfolio?” (a graduate after 2 years of having used

Mahara during his teacher training school)

Education

Do Cats Play Piano?