pedagogy and instructional design in the use of e ... · experiential learning, cognitivism,...

Faculty of Organization and Informatics Varaždin

University of Zagreb

2nd Workshop: "How to use e-portfolio in teaching“ University Computing Centre Srce, University of Zagreb

Goran Bubaš

Associate Professor

goran.bubas@foi.hr

Pedagogy and instructional design in the use of e-portfolio:

students' journals and project reports for collaborative learning

E-portfolio use in higher education in the USA

Variety of ePortfolio practices (EU report)

Online reflective journals

Story telling (online video or a web site)

My best works (e.g. artist portfolio)

Learning portfolio (artifacts and reflections)

Job application portfolio (showcase / online CV)

Accreditation portfolio (evidence of competence)

See: ePortfolio a European Perspective, European Institute for E-Learning,

EIFEL (Ravet, 2009)

Example of a learning ePortfolio (project report)

Some pedagogical issues related to ePortfolio

1. Self-reflection, self-awareness, self-regulation...

2. Internet/web skills, use of multimedia, ICT literacy

3. Writing skills, web design skills, presentation of information

4. Repetition, knowledge organization, archiving

5. Online self-disclosure, self-presentation, social relaxation

6. Connectedness, networking, exchange, teamwork

7. Peer-to-peer learning, collaborative learning, social learning

8. Experiential learning, cognitivism, constructivism

9. Learning outcomes, competences, employability

ePortfolio project with Web 2.0 artifacts

Link

Various specific ePortfolio pedagogies

Scaffolding, cognitive apprenticeship, modeling

Learner-centered pedagogy, transformative learning

Distributive cognition, integrated learning, connectivism

Construction, reflection, critical thinking, (peer) feedback

Assessment of learning outcomes (formative, summative)

Showcase

ePortfolio

(motivation)

Diary of

lectures

(repetition)

Artifacts in

diary views

(development)

Final project

(cumulative

skills)

15 weeks (semester)

Diary of lectures as ePortfolio views

Presentation of a group assignment in ePortfolio

Self-regulation with ePortfolio

1. Students should be stimulated to articulate their learning and development goals

2. Regular self-monitoring and self-assessment of progress towards goals is desirable

3. Guidelines for self-assessment should be provided

4. Mentor/advisor feedback is beneficial for objective self-reflection and realistic planning of goals

5. Evaluation and feedback can be directed toward self-assessment and attainment of goals

6. Students should regularely assess and reflect upon their portfolio entries

Adapted from: Enhancing self-regulation and goal orientation with e-portfolios (Blackburn & Hakel, 2006)

Integration of artifacts and ePortfolio views

Communication and social features of ePortfolio

Study groups created by instructor / lecturer /assistant

Instructor-student and student-student communication

Personal profile pages for self-presentation and self-disclosure to instructor and other students / learners

Peer-to-peer learning (access to weekly diaries/journals and project pages)

Groups of students that were spontaneously created

Benefits:

part-time students who can’t attend lectures

(self)organization of study/project groups

personal profile pages may facilitate individual/group interaction

Study groups created by instructor / lecturer

Socialy oriented groups created by students

Potential problems in the use of ePortfolio

Lack od ICT related skills and insufficient training for use

Inefficient pedagogy or use only for assessment purpose

Insufficient awareness of personal benefits

Takes too much time and/or effort to complete tasks (keep a diary of lessons)

Problem with students who tend to avoid online self-disclosure

Students with low level of ICT and course related competencies may create a negative online self-presentation

Final suggestions...

Develop instructor ICT/ePortfolio skills

Provide training to students prior to ePortfolio use

Motivate and provide regular instructor feedback

Facilitate a collaborative and supportive atmosphere

Choose an appropriate instructional model and learn from (other’s) experience

Experiment with novelties in small study groups

Questions ? Thank you for your attention!