Using ePortfolio as Web 2.0 tool to foster reflective learning

Using ePortfolio as Web 2.0 tool Using ePortfolio as Web 2.0 tool to foster reflective learning to foster reflective learning

Slobodan Beliga, mag. inf. Slobodan Beliga, mag. inf. [email protected]

Department of Informatics, University of RijekaRadmile Matejčić 2, 51000 Rijeka, Croatia

http://www.inf.uniri.hr

Personal & Shared Strategies for Teachers in Web 2.0 Linz, 2013.

Department of Department of InformaticsInformatics,

University of RijekaCroatia

http://www.inf.uniri.hr New building at University

Campus Trsat

Division of Multimedia systems and e-learning

Department of Informatics, University of RijekaRadmile Matejčić 2, 51000 Rijeka, Croatia

http://www.inf.uniri.hr

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OutlineOutline

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IntroductionIntroduction

• new approaches in technology enhanced learning

• student-centred teaching model• reflective learning • Web 2.0 tools

and services

(Anderson, 2007)

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• web based learning management system ‑(LMS)– integrates tools needed for all activities performed

by teachers and students– limitation:

• used mostly by teachers to publish their course materials

• for online testing of students' knowledge• for forum discussions (Sclater, 2008; Oliveira & Moreiraz, 2010)

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• The new generation of LMSs – include some Web 2.0 tools

• wiki or blog– other popular Web 2.0 tools

• for social networking, • collaborative writing, • media sharing, • social bookmarking, etc.

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greater motivation

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• disadvantage of the use of Web 2.0 tools– students' contributions are distributed all over the

web• students create a large number of artefacts

that they share with – teachers and – other students who are enrolled in a specific

course (Bubas et al., 2011; Oliveira & Moreiraz, 2010)

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• ePortfolio – integrate presentation of the students artefacts

with– course materials published by the teachers– promotes social networking by creating groups of

connecting students and – forum discussions as well as reflective learning by

using blog tools as an electronic diary.

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• ePortfolio – The student’s work collected in ePortfolio could

demonstrate student’s:• effort, • progress and • learning

– Teacher:• tool for assessing student’s learning process and

outcomes10

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ePortfolio is considered as a powerful tool for learning and assessment.

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• Work-in-progress with the aim to identify ePortfolio as: – Web 2.0 tool that enables learning according to

reflective learning paradigm– Supporting tool for teachers in the process of

student's assessment

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ConstructivismConstructivism

• Constructivism theory of learning• Fundamental determinants of constructivism

– Learning is constructed– Learning is active– Learning is reflective – Learning is collaborative– Learning is based on the research– learning is gradually developing

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http://www.youtube.com/watch?v=QaOQPac4ifk

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Reflective learning paradigmReflective learning paradigm

• Learning is reflective– Students reflect on their own experiences.– This process makes them experts in their own

learning.– The teacher should create activities that lead

students to reflect on their previous knowledge and their experience.

– It is necessary to talk about what was learned and how it was learned.

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BackgroundBackground

• Course “Teaching Methods in Information Science”• 10-25 senior students in the graduate program in

Computer Science major at the Department of Informatics, University of Rijeka

• Students are future elementary and high-school teachers• Implementing various teaching and learning approaches

to Computer Science lessons• Using of various ICT tools in education and to the basics

of instructional design • Blended learning model since 2004/2005

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Blended learning modelBlended learning model• Combining f2f learning activities with online activities

using LMS• Course activities are designed according to different

learning paradigms: behaviorism, cognitivism, and constructivism

• Independent learning, online discussions and problem-based learning (PBL)

F2f lecture

Discussing in forum

AHyCo module

Creatingcourseware

Courseware reflection

Courseware evaluation

Final examStudinglessons

Solving self-test

Creatingseminars

f2f activityonline activityblended activity

AHyCo test

16ePIC 2011 - 9th International ePortfolio & Identity Conference

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New approach New approach

• Since 2009-2010 the innovation of existing learning model into two directions: – e-learning 2.0 approach: combining LMS with applications

available on the web that will enable organization of collaborative activities,

– reflective learning that will help students to gain deeper understanding of subject matter

• Introducing to students various open source Web 2.0 tools and other software tools for using in schools

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Features of ePortfolio Features of ePortfolio

• Offers technological and pedagogical shift from closed Moodle LMS environment towards Web 2.0 tools

• Helps to integrate presentation of the students artefacts together with the teachers course materials

• Promotes collaboration and social networking (creating groups, sharing views, forum)

• Promotes reflective learning (blog as electronic diary)• Supports teachers in evaluating students' work

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Mahara Mahara

• Open source product• Features like resume builder, weblog, and

social networking system for creating online communities

• Integration with Moodle LMS

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Mahara Mahara

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Sharing artefactsSharing artefacts

• ePortfolio consisting of multiple views with different combinations of artefacts

• Control over who can access the views• Private ePortfolio group for students and

teachers to ensure collaboration and sharing of artefacts

• All members have permissions to access the views of other members

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PPrivate ePortfolio group for rivate ePortfolio group for students and teachersstudents and teachers


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Learning activities 1/2Learning activities 1/2

1. Defining learning objectives for chosen teaching unit from a computer science course according to the Bloom's taxonomy

2. Creating a conceptual maps using CmapTools software toolkit

3. Developing a short course in Moodle LMS4. Creating quizes using HotPotatos 5. Creating an animated lesson for class using

GoAnimate23

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Learning activities 2/2Learning activities 2/2

6. Taking Teaching Perspectives Inventory (TPI) questionnaire

7. Methodological practice in computer science in elementary and high schools– attending exemplary teaching class hours

delivered by mentor– individually prepare (using written preparation

form) and deliver at least one class hour

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Example I Example I

• Defining learning objectives for teaching unit Hardware and Software from a computer science course according to the Bloom's taxonomy

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Revised Bloom Taxonomy

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Joseph D. Novak

Example II Example II

• Creating a conceptual maps using CmapTools software toolkit

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Example III Example III

• Developing a short course in Moodle LMS

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Example IVExample IV

• Creating quizes using HotPotatos

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Example IVExample IV

• Creating quizes using HotPotatos

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Example V Example V

• Creating an animated lesson for class using GoAnimate

• http://goanimate.com/videos/0uyqHG_D_2EU?utm_source=linkshare

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Student's ePortfolio elementsStudent's ePortfolio elements

1. Personal profile (CV or resume)2. Repository of materials consisting of following artefacts:

– interpretation of their Teaching Perspectives Inventory (TPI) test results,

– learning objectives list and conceptual maps– URL of Moodle course and animated lesson– HotPotatos tests,– preparation form for one-hour lecture held school

3. Learning diary – form of blog with reflections on the accomplished tasks

(including impressions about ePortfolio)31

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EE-portfolio view of a learning diary -portfolio view of a learning diary


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EE-portfolio view of a learning diary -portfolio view of a learning diary

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View about View about methodological practicemethodological practice

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GradingGrading

• Points from the several mandatory elements:

• Final grades:

Conceptual maps 20

Moodle course 30

HotPotato tests 20

ePortfolio (instead of writen or oral final exam )

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goAnimate 10

TOTAL 100

F - failed (1) 0-49

E - satisfactory (2)

D - satisfactory (2)

50-59

60-69

C - good (3) 70-79

B - very good (4) 80-89

A - excellent (5) 90-100

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Student's Student's satisfactionsatisfaction

• Usefulness of ePortfolio tool for organizing artefacts related to the course

• Advantage of the social networking that enabled them sharing and communication with teachers and peers

• Feedback for created materials, reflections about the process of their development, and reading about other students' experiences

• Digital representation of all achievements during the semester at the end of the course

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ConclusionConclusion

• Most of the students accepted ePortfolio quite well

• Students' satisfaction with ePortfolio brings hope that they will continue to utilize its advantages in their (lifelong) learning and promote the use of this educational tool in Croatian schools as future teachers

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Future plans Future plans

• Introducing more Web 2.0 tools appropriate for e-learning in schools

• Facilitating and increasing the collaboration and communication among students

• Introducing ePortfolio to other courses attended by the same students– enable them to create more complete ePortfolios with

artifacts and reflections about their study and academic achievements

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Thank you for your attention!

Slobodan [email protected]

www.inf.uniri.hr

Education

Using ePortfolio as Web 2.0 tool to foster reflective learning