mahara presentation - case studies of eportfolio implementation: challenges & opportunities
DESCRIPTION
Amanda ParkerTRANSCRIPT
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Case studies of e-portfolio implementation:
challenges and opportunities
Macquarie International Internship Program
Macquarie University
Amanda ParkerAlex Thackray
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• University context• Trial background and aims• Methodology• Findings• Future challenges and opportunities
Agenda
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• Graduate capabilities
University Context
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• The Technologies in Learning and Teaching Plan (2009-2012) has identified
e-portfolios as a priority for research and development.
• Participation unit as part of PACE (Participation and Community Engagement) Program
University Context
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Macquarie International Internship Program
• Approximately 100 students in semester 1 trial
• Undergraduate and postgraduate students
• Majority international students• 20% of assessment mark from
online reflective activities
Adding a professional dimension to the university experience
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Higher Education postgraduate unit:
Designing ICT-based Course and Learning Materials
• Approximately 30 postgraduate students
• Blackboard used to host unit content and Mahara provided as an option for storing and submitting assessment tasks
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To explore the potential of an e-portfolio tool to:
• Enable students to store and share evidence of their learning
• Encourage and document critical reflection on the learning journey
• Streamline assessment and feedback processes
Aims of the study
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Mahara Implementation Process
• System design with Netspot• Staff training• Redesign assessment tasks• Design user guide and update unit
outline• Student training session
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4 ‘Views’ completed during semester
Assessment tasks in Mahara
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Mahara e-portfolio
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1. Profile 2. Forum
Assessment tasks in Mahara
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3. Blog 4. Job Application
Assessment tasks in Mahara
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• Case study approach• Online survey of staff and student
perceptions• 112 students total• 82 Internship Program students• 30 Higher Education postgraduate
students
Methodology
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• Of the 112 students invited, 82 participated in the survey (73%) consisting of:
- 20 of the 30 enrolled in the Higher Education program
- 62 of the 82 enrolled in the Internships program
Findings
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Internship program Higher education unit
50% 15%
Students who strongly agreed or agreed that overall, the e-portfolio tool was helpful for their learning:
Effectiveness
• Higher education students had the option of using Mahara in addition to Blackboard
• Internships training session at the start of semester
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Program Strongly Agree or Agree
Neutral or Disagree
Higher Education
25% (5) 75% (15)
Internships 62% (38) 38% (24)
The e-portfolio was helpful in collating my work for submission as part of the unit’s assessment
Program Strongly Agree or Agree
Neutral or Disagree
Higher Education
10% (2) 90% (18)
Internships 65% (40) 35% (22)
The e-portfolio helped me reflect on what I have learned during the unit
Effectiveness
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• Students commented on the benefits of the e-portfolio in supporting reflection
• “I can see the benefits of e-portfolio in self-reflection...to review what I learnt, what I can improve, how the organisation could be improved and how to manage my time more efficiently”
Reflection
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• Student feedback showed the value of communication and interaction but many resisted the social networking aspect:
“In my opinion there are too many social networking sites around and further ones could be a burden for some people. Personally, I use three different social networks already and that is enough for me”
Social Networking
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“Just because we are the Facebook generation does not mean that we need a Facebook for every part of our lives.”
• Students expressed a desire for more face to face meetings
Social Networking
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• Students identified the benefits of authentic assessment in building their confidence in future job applications
• “E-portfolio provides several interesting job hunting skills and tips for us to use”
Authentic Assessment
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Program Strongly Agree or Agree
Neutral or Disagree
Higher Education 35% (7) 65% (13)Internships 62% (39) 38% (23)
I had sufficient support to use the e-portfolio tool
Support
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Support used Response Percent
Response Count
Online instructions about the site e.g. user manual
64% (45)
Individual guidance from unit convenor
36% (25)
No support used – I just worked it out for myself
19% (13)
Individual guidance from other students
14% (10)
Online discussion with other users 11% (8)
Which types of support did you utilise in learning how to use the tool?
Support
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• Over half (55%) of students who utilised online instructions agreed or strongly agreed they were helpful
• 57% of students who sought individual guidance from the unit convenor agreed
or strongly agreed that it was helpful
Support
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Program Strongly Agree or Agree
Neutral or Disagree
Higher Education 35% (7) 65% (13)Internships 40% (25) 60%(37)
The e-portfolio was generally easy to use
Usability
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Student comment:
“The links were not clear as to where I needed to go – I had to keep flicking through to figure out where I needed to get to”
Usability
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• Need to integrate e-portfolio into whole curriculum
• Training and support • Time and workload• Scaffolding for students in self-
reflection
Challenges
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• Building of a supportive project team and collaborative network across campus
• With improvements to design and usability of the system, the e-portfolio is a potentially valuable learning tool for students
• Scope for use in other units across campus
• Integration of Mahara with Moodle
Opportunities
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Questions
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References• Butler, P. (2006) A review of the literature on portfolios and electronic portfolios (eCDF E-portfolio
Project), October, Palmerston North, New Zealand, Massey University College of Education. Retrieved October 2009, from https://eduforge.org/docman/view.php/176/1111/ePortfolio%20Project%20Research%20Report.pdf
• Gosper, M., Woo, K., Muir, H., Dudley, C., & Nakazawa, K. (2007). Selecting ICT based solutions for quality learning and sustainable practice. Australasian Journal of Educational Technology, 23(2), 227-247.
• IMS Global Learning Consortium (2005) IMS ePortfolio best practice and implementation guide, Retrieved November 2009, from http://www.imsglobal.org/ep/epv1p0/imsep_bestv1p0.html.
• JISC (2007) e-Portfolios: An overview of JISC activities. Bristol: JISC Development Group, University of Bristol, www.jisc.ac.uk/publications/publications/eportfoliooverviewv2.aspx [viewed 4 June2010].
• Macquarie University (2008) Authentic Assessment, Assessment Toolkit, Learning and Teaching Centre, Retrieved November 2009.
• McAllister, L. M., Hallam, G. C., & Harper, W. E. (2008). The ePortfolio as a tool for lifelong learning: Contextualising Australian practice. Paper presented at the International Lifelong Learning Conference 2008. from http://eprints.qut.edu.au/14061/
• McCowan, C., W. Harper and K. Hauville (2005) Student e-portfolio: The successful implementation of an e-portfolio across a major Australian University, Australian Journal of Career Development. 14(2), 40-52.
• JISC (2007). e-Portfolios: An overview of JISC activities, Available from www.jisc.ac.uk/ publications/publications/eportfoliooverviewv2.aspx
• Race, P. (2001). The Lecturer's Toolkit: A Practical Guide to Learning, Teaching and Assessment. London: Kogan Page.
• Woutersa, P., Paas, F., & van Merriënboerb, J. (2009). Observational learning from animated models: Effects of modality and reflection on transfer. Contemporary Educational Psychology, 34(1), 1-8.
• Yorke, J., & Croot, D. (2004, 5-8 December). Personalised records of lifelong learning in the UK: What do our learners want? Paper presented at the Beyond the comfort zone: 21st ASCILITE Conference, Perth.
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Case studies of e-portfolio implementation:
challenges and opportunitiesMacquarie International
Internship ProgramMacquarie University
Amanda ParkerAlex Thackray