Electronic-portfolio development in three professional programs: Learning personified through connection and ownership
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This document discusses the development and implementation of electronic portfolios (e-portfolios) across three professional programs—education, nursing, and social work—emphasizing the shift from traditional knowledge learning to participatory pedagogies. The study highlights challenges faced in implementing e-portfolios, the transformative process of individual learning through artifact selection, and the connection between personal experiences and professional identity. Additionally, it incorporates research methodologies including collective case studies and qualitative analysis to evaluate effectiveness and personal growth resulting from the use of e-portfolios in professional education.
Electronic-portfolio development in three professional programs: Learning personified through connection and ownership
- 1. Electronic-portfolio development in three professional programs: Learning personified through connection and ownership Presenters Tim Hopper, Kathy Sanford and Allyson Fleming CSSE - CATE Sunday May, 25, 2014 at 1.15 pm Additional Research Team members: Pat McKenzie, Scott Gerrity, Lynne Young, Lisa Starr and Pam Miller
- 2. 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).
- 4. 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.
- 5. Assessment and Hegemonic Discourses Profession Program Courses Class Group Student
- 6. 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.
- 8. 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
- 9. 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
- 10. 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
- 11. Phases of Project Progress
- 12. 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
- 13. Context - Types of courses in Education • Elementary PE – ePortfolio as a choice in a contract graded course in two sections, one for each term o 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 cohort o 2013 Fall term – 30 students o TRUVIC group with three course coordinated • Secondary B. Ed penultimate term 5 year degree in PE, Art & Music o 2014 Spring term – 36 students o 12 students in PE final term course
- 14. Data Collection • Monthly meetings with research team – descriptive notes and recorded o 10 in 2013 o 7 in 2014 • Instructor interviews o 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) • Students o 5 in 2013 o 7 in 2014 o Survey to 25 who indicated consent across courses
- 15. 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
- 17. 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
- 18. Learning Personified Learning 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.
- 19. Montage of 8 student teachers‟ ePortfolios in PE course shown during ePortfolio exit interview Video Link http://youtu.be/6yx511kpNyo
- 20. Typical content learned in program in five or six course term (example Elementary program) Program Content PE curriculum & pedagogy Literacy & Language Education Foundations Drama Education Field Experience Seminar Program Content PE curriculum & pedagogy Music in Elem and Middle Math Curriculum & Pedagogy ED Tech Education Learners and Learning Art in elementary
- 21. Sample of roles and experiences selected for eP that tell a story of becoming a teacher Teaching Identities Ski Coach Student teacher Soccer player Figurer Skater Tennis coach
- 22. Through an ePortfolio the thinking about becoming a teacher are intertwined with students‟ life passions and related content from courses.
- 23. 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.
- 24. 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)
- 25. Allyson Example 2013 – EDP 498 2014 – EDP 498
- 26. Relationship of student to teacher for content and assessment Teacher Student Student Student StudentStudent Student Student Student Student EDP 498 - 2013
- 27. 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
- 28. Relationship of student to teacher for content and assessment Teacher Student Student Student StudentStudent Student Student Student Student EDP 498 - 2013 EDP 498 - 2014 Student Student
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- #3: 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 form, 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)
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