iple: integrating vle and eportfolios

THE PLE CONFERENCE 2011

A Case of an Institutional PLE: Integrating VLEs and E-Portfolios for Students

Jesús Salinas, Victoria Marín and Catalina Escandell

Grupo de Tecnología EducativaUniversitat de les Illes Balears

Introduction

Exploratory study derived from a larger project carried out by GTE research group.

Its aim is to overcome the rigidity of LMS by integrating other environments and to use student-centred educational strategies.

Picture by Jeffrey Beall: http://www.flickr.com/photos/denverjeffrey/2561885967/

Background

The rigidness of LMS

Relations among formal, non-formal and

informal learning

The increasing possibilities for

groups to collaborate and work together

The need for new teaching/learning

models with student-centred

approach

Conceptualization (I)

What do we understand by PLEs?

Tools (reading, reflecting & sharing)

+ Communities

+ Services

= Individual Educational

Platform

Used by students to manage their own learning

processPicture by David Hopkins: http://www.dontwasteyourtime.co.uk/web-2-0/ple-personal-learning-environment-whats-yours-like/

Conceptualization (II) An Integrated Environment or iPLE

Towards a Flexible Learning Model

LMS

Eportfolio

Web 2.0

Background context of the study

Course: 'Distance and Flexible Education’ Academic year 2010-2011

University of the Balearic Islands4th year of teacher training degree

Objective: design a prototypeCourse methodology: based on projects and work in

teams

E-portfolio: to work and collaborate with

the group

LMS: to deliver

the task done

Questions of the study

Is e-portfolio an useful tool in the personal organization of the academic data of the students?

Does this system of working with the content matter give them more control over their own learning process?

Does the e-portfolio offer more flexibility in the learning process?

Does the e-portfolio facilitate group work and collaboration?

As the project work develops during the different phases, do the

students customize their learning environment more?

Information obtained

Students' perceptions of the e-portfolio's use

Customization of the environment: Handling and use of views and

dashboards: customization of the environment

Quantitative changes in the creation of views, groups and blocks

Methodology

Intentional sample of 73 students, but 60 participants

Ages: 22-35

Most women

Medium-to-high previous familiarity with

Procedures to gather data:

Observation and monitoring evolution of Mahara activity

Student questionnaire

Observation of student output

Study phases

Research results

3 sources: Observing and Monitoring the Evolution

of the Activity

Student Questionnaires

Observation of Output

Evolution of the activity

First week of October: workshop on the e-portfolioSecond half of October: first deliverables (group views)

4.05 views/person

Frequency of options

Collections: barely used.Groups views: important increase.

Student questionnaires (I)

Interesting tool and method for boosting group work in this context

E-portfolio facilitates group work E-portfolio facilitates social interaction

They had continued using familiar ways to interact not included into the

dashboard

Picture by Tom Woodward: http://www.flickr.com/photos/bionicteaching/3099664790/ Picture by University of Nottingham: http://www.flickr.com/photos/uonottingham/5489240124/

Student questionnaires (II)E-portfolio as a data organizer

Student questionnaires (II)E-portfolio as a data organizer

Suitable for

academic work

Not very appropriat

e for organizing personal

data

Picture by adesigna: http://www.flickr.com/photos/adesigna/3923138328/

Student questionnaires (III)

E-portfolio gives students more control over the learning process

Students agree with the method's flexibility and its adaptability to their own learning

process

Observation of output (I)

One group view:

Observation of output

Personal view of a student’s course

Conclusions

Students think that e-portfolio is a good tool for the personal organization of academic information.

They consider that the configured iPLE is suitable for academic work, but

not very appropriate for organizing personal data.

They regard this way of working as giving them more control over their own learning process.

The e-portfolio facilitates group work and collaboration. However, it is

not perceived in the same way when it comes to its possible role as a tool in social interaction.

During the different phases of the project, the students incorporate an

increasing number of views; but there is little customization of the views.

Future research activities Towards putting into practice a new integrated

design:

Improvements in the integration of Moodle and Mahara.

Any questionsVictoria Marín

victoria.marin@uib.es

GTE home page: http://gte.uib.es/ Picture from http://www.flickr.com/photos/wwworks/4759535950/