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New technologies are changing how we learn. They have the potential to create powerful learning opportunities within personalized virtual learning environments. Yet, in higher education we have largely untapped the pedagogical potential of new technological tools, such as electronic portfolios (eP). An eP is a dynamic website with databases of student program-related experiences that offer flexible, socially networked and indexed repositories of elearning evidence. EPs enable students and their instructors to map, analyze, reconsider and interconnect acquired learning and skills for future careers. Adoption of ePs has been fraught with challenges associated with lack of technology infrastructure support, paradigm shifts in assessment, conflicting educational paradigms, time within intense programs and student resistance (Wetzel & Strudler, 2005). In addition, ePs are struggling to be realized in Canadian universities where structural changes in systems are needed to enable the type of participatory pedagogies new technologies enable (Siemens & Matheos, 2012). Such pedagogies allow students to draw on previous learning, to map their own progress towards developing a professional identity, and to share with others through electronic networks their evidence of learning as they address core competencies of professions. To realize these pedagogical potentials we have developed the use of the Mahara platform as an open source blog, resume builder and social networking tool that can be run outside of the university centralized system. This platform offers a learner-centred eP with a drag-and-drop interface offering one of the most effective open-sourced ePs platforms currently available (Balaban & Bubas, 2010). The purpose of this study is to explore and create the conditions that enable eP practice by researching its implementation in one university in three professional programs: Education, Nursing, and Social Work. Within an action research design over a five-year period we ask: 1. What do course instructors learn from using the eP process as they integrated it into their professional programs? 2. What challenges were encountered by implementing the eP process? 3. What impact does the eP process have on (1) pedagogical practice, and (2) students' professional learning? 4. What are the conditions that enable an eP practice to contribute to the renewal of three professional programs in one university?
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Electronic-portfolio development in three professional programs: Learning personified through connection and ownership
Presenters Tim Hopper, Kathy Sanford and Allyson FlemingCSSE - CATE Sunday May, 25, 2014 at 1.15 pm
Additional Research Team members: Pat McKenzie, Scott Gerrity, Lynne Young, Lisa Starr and Pam Miller
Complexity-based assumptions
We assume that professional learning in university programs develops, not only
from a traditional sense of knowledge taught to students, but also from a digital
economy where knowing grows within systems of learning. As such ‘knowledge’
and ‘reality’ interact in emerging complex systems which never fully develop,
are always in flux, always forming and reforming iteratively within learners and
their social systems (Morrison, 2008; Osberg, Biesta, & Cilliers, 2008).
From this perspective university systems need to shift from reductionist learning
focused on parts transmitted to learners (Colliers, 1998; Mason, 2008a;
Morrison, 2008; Trilling & Fadel, 2009) to participatory pedagogies focused on
the dynamic interplay of events and personal experience (Siemens & Matheos,
2012).
Previous ePortfolio (eP) research
Inter-year learning from senior to novice students. situated learning needs to be valued within our professional education programs
Hopper, T., Sanford, K., & Bonsor-Kurki, S. (2012). Stitching Together a Teacher’s Body of Knowledge: Frankie N. Stein's ePortfolio. E-Learning and Digital, 9(1), 29–42.
Team effort to create the conditions for eP but resistance to technology change. eP process radically shifts the focus of assessing learning from a "thing" to an transformational process.
Hopper, T., & Sanford, K. (2010). Starting a program-wide ePortfolio practice in teacher education: Resistance, support and renewal. Teacher Education Quarterly, Special Online Edition, 37(1), 1–28
Institutions need to become more informed in their evolution by the generative momentum of the agents (students and instructors) that create the systems of operation. Complexity thinking offers a way to plan this evolution
Gerrity, S, Hopper, TF, Sanford, K. (2013). Case Studies on Three Iterations of E-Portfolios: Exploring Complexity in Teacher Education in Canada, Australia, and New Zealand. In The Emperor’s New Clothes? Issues and alternatives in uses of the portfolio in teacher education programs (pp. 197–214). New York: Peter Lang.
Assessment and Hegemonic Discourses
Profession
Program
Courses
Class
Group
Student
The ePortfolio enhances understanding...
… this process of selecting and discussing artifacts of their practice that candidates internalize the standards, examine more deeply what they are doing and what it means, and gain multiple perspectives on the meaning of events, thus enhancing their ability to learn from those events. (p. 202)
• Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and Teacher Education, 16(5-6), 523-545.
Research Project Overview
The purpose of this study is to explore the
implementation of ePs within three professional
programs (Education, Nursing, and Social Work) in one
university
• Instructors’ learning and shift in pedagogical
practices
• Challenges implementing eP
• Students’ professional learning
• Program renewal
Research Methodology
• Action research design with program-based case studies
• Action Research focus “How do our professional programs
learn to use an ePortfolio?”
• Collective case study focused on cases of instructors who
have chosen to implement an ePortfolio process in their
courses
• Cross program support with emerging cases studies within
each professional program
Case Study design 2014
Instructor Prompts Student Prompts
Pre-course Post-course Post-course
• Why• Assess• Course
Intents• Hope to
achieve
• Experience with eP
• What influence it had
• How framed eP• Ways used• Improvement in
eP• Overall impression
• Feel purpose• How connect to
standards and becoming teacher
• Experience with• Improvements• Professional
development• Meaningful reflection• Selecting artifacts• Assessment• Peer interactions• Would you
recommend
Phase 1 Pilot• 2012 2013• Education
Phase 2 Interviews• Fall 2013• Education &
Social Work Case Studies
Phase 3 Interviews & Survey• Spring
2014• Education• Nursing &
Social Work cases planned
Phase 4 Reporting Reflecting• Now
Phases of Project Progress
Standards to be addressed to be certified as a teacher in BC
PROFESSIONAL COMMITMENT• Care and Commitment• Professional Contributions• Career-long learning
PROFESSIONAL PRACTICE
• Partnerships family and communities• Classroom management, Planning, Instruction • Assessment & reporting
PROFESSIONAL KNOWLEDGE
• Knowing and Understanding• Student Growth and Development• Ethical Understanding
Context - Types of courses in Education
• Elementary PE – ePortfolio as a choice in a contract graded course
in two sections, one for each termo Cohort education courses second year 4 year degree
o 32 students 8 elected to do eP
o Same students took foundations course using eP software
• Secondary Post-degree cohorto 2013 Fall term – 30 students
o TRUVIC group with three course coordinated
• Secondary B. Ed penultimate term 5 year degree in PE, Art & Musico 2014 Spring term – 36 students
o 12 students in PE final term course
Data Collection
• Monthly meetings with research team – descriptive notes and
recordedo 10 in 2013
o 7 in 2014
• Instructor interviewso 3 in education 2013 (2 Secondary , 1 Elementary)
o 1 in social work 2013 (Graduate capstone)
o 5 in education 2014 (3 Secondary, 2 Elementary)
• Studentso 5 in 2013
o 7 in 2014
o Survey to 25 who indicated consent across courses
Issues and Responses
• Grading working• Extension assignments for higher grades (contract)• Exemplars to review• Seminar class pass/fail.
• Five or more courses each term• Two or more courses co-ordinate use of eP software• Consistent requirements for eP pages
• Time-tabling for field experiences• Whole day or morning kept free for field trips
• Techn0-phobia• Video tutorials created by student• Drop-in workshops
YouTube tutorial playlist
Case Study Data Analysis
QVA+GTI
Video Link below
http://youtu.be/Id3aFhNZOkw
Stages in Qualitative Video annotating analysis and Google Table Indexing
(QVA+GTI)1. Video record interview
then upload to private YouTube
2. Annotate video – open coding
3. Create tables in GoogleDocs
4. Copy URL marker based on annotation
5. Create participant response table by question
6. Create emerging theme table comparing responses
7. Share coding 8. CMap themes in
relation to research questions
Learning PersonifiedLearning in ePortfolio as a
transformational process where students
collect artifacts that represent their
passion for becoming a professional. This
personifying of students’ learning emerges
as they organize, share and reflectively
build a professional identity by drawing
from roles and experiences related to the
profession of teaching.
Montage of 8 student teachers’ ePortfolios in PE course shown during ePortfolio exit interview
Video Link
http://youtu.be/6yx511kpNyo
Typical content learned in program in
five or six course term (example Elementary program)
Program
Content
PE curriculum
& pedagogy
Literacy & Language
Education Foundatio
ns
Drama Education
Field Experience Seminar Progra
m Conten
t
PE curriculu
m & pedagog
y
Music in Elem and Middle
Math Curriculu
m & Pedagogy
ED Tech Educatio
n
Learners and
Learning
Art in elementa
ry
Sample of roles and experiences selected
for eP that tell a story of becoming a teacher
Teaching Identities
Ski Coach
Student teacher
Soccer playerFigurer Skater
Tennis coach
Through an ePortfolio the thinking about becoming a teacher are intertwined with students’ life passions and related content from courses.
Connecting models to beliefs
“I think just learning that you can connect many things together and how important reflection and knowing models but then being able to think of ‘how am I to expand that’ or use it in another context” – ELEM student
“I would say yes even if it is just a personal learning experience...it really forces you to define and be concise about what you believe in...stand up as an individual, this is what I believe in and why” – SEC student.
Theory linked to practice linking to personal passions
“What was important for me as a coach (points at picture of him with a team)…with here my theoretical link to an ecological systems theory.” - SEC student
“Key is finding the story....I am passionate about outdoor education, passionate about physical education, passionate about geography - what artifacts combine all three of these?” - SEC student
Let's look at the Basic Task Model because I've used it on a few pages I never realized until doing the second time with my portfolio that this model can be used in basically any sport, so it allowed me to really think through each sport and also find ways to transfer those skills in the model onto different sports and connect them. - (Elem Student)
Allyson Example
2013 – EDP 498
2014 – EDP 498
Relationship of student to teacher for content and assessment
Teacher
Student
Student
Student
Student
Student
Student
Student
Student
Student
EDP 498 - 2013
Rogers diffusion theory of innovation
As Rogers (1995) advises, the rate of adaptation of the eP process will be studied with data from instructors and students as they adapt the eP process relative to their individual program’s circumstances
Relationship of student to teacher for content and assessment
Teacher
Student
Student
Student
Student
Student
Student
Student
Student
Student
EDP 498 - 2013EDP 498 - 2014
StudentStudent
