maharauk 09 - andrew csizmadia, newham college - mahara and professional development
DESCRIPTION
Andrew Csizmadia from Newham College talks about how they use e-Portfolios for Professional DevelopmentTRANSCRIPT
Content
• Newman University College– Excellent reputation for teacher
training
– Grade 1 in recent Ofsted inspection
• Newman University College one of 50 successful institutions to secure TDA funded research project to investigate the usage of eportfolios to support trainee teachers
• Usage of eportfolio is a TDA ICT entitlement for teacher trainees
Content
• Purposeful sample group selected
• PGCE KS2/3 ICT
• Comply electronic Qualified to Teach Status Standards folder
– 33 standards
– Each standards required at least 3 pieces of evidence to demonstrate competence
• eportfolio to act as a repository for digital assets for lesson plans and associated resources
Choice of e-Portfolio
• Repository for digital assets
• Collaborative tool
• Reflective tool
• Customisation
– Social network groups
– Different views for different audiences
• Hosted externally
• Incorporates newsfeeds
• Integrated with Moodle
Creation
Blank Page
& No Structure
Template Page
& Structure
Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug
Initial
Questionnaire
Final
Questionnaire
Reflection
School
Experience I
School
Experience 2School
Experience 3
Blog
Capture Learner’s Voice
• Longitudinal study – over a nine month period• Utilising Interpretative Phenomenological Analysis• Grounded Theory used to analyse qualitative data• Statistical Analysis used to analyse quantitative data
Communications
Collaboration
It’s good to share resources and see what your peers have done
and share ideas
.. Resources can be shared with colleagues
Tutors can check your work and resources
can be shared
Confidentially• Created different views
– Student to student
– Student to tutor (Academic / School based)
• Student determined who they could invite as friends to view their e-Portfolio
• Awareness of impact of what is posted
One student excluded all from
viewing their e-Portfolio including
their tutors
.. blogs can be misinterpreted
sometimes
.. students need to be aware that
people can and will take action against
such issues
Culture
• Placements operate as a tripartite partnership
– Student
– HEI
– School
• All require ‘buy in’ to be successful
Student
HEISchool
..excellent intervention support tool
Competence
• Ensure that students are able to:
– compress files & folders
– zip files & folders
– upload files
– navigate around Mahara
– invite friends and assign them the correct view
Guidance& support
Evidence & demonstration
Communication & interaction
Information & experience
Thinking & reflection
Curriculum Mapping
Considerations
• The following are comments made by the students:
A drag & drop action would make it more
simple
.. allowing you to upload multiple files
People need to be aware of upload
speeds
.. Could set a root folder so when you are
uploading it looks at that folder
Double clicking on folders would result in folders moving
around
Continuation
• Newman University College have decided to continue to work with the system following the pilot study
• All students and staff will have accounts
Other Research
• Potential other research includes:– Investigating how trainee teachers develop as reflective
practitioner using an e-portfolio?– What is the relationship between e-portfolio and assessment– Defining a framework for e-portfolio– How effective is an e-portfolio as a formative assessment tool– Defining an e-portfolio culture
Recommendations• New skill, takes time• Integrate e-Portfolio into course from the start of the
academic year• Integral assessment component of the course• Induct students and staff in how to use an e-Portfolio
efficiently & effectively• Inform students of issues of:
– confidentially– copyright
• Information - produce paper based/video guidelines for students on how to:– compress work– zip work– unload work– create views
Any Questions
LinksMahara site(http://sites.google.com/site/soundsgooduk/)
eportfolios – Newman(http://kc-dev.cf.ac.uk/mahara)
References• Console, G., De Laat, M., Dillon, T. & Darby, J. (2006). JISC LXP:
Student experiences of technologies, Final report of the JISC-funded LXP project, Southampton: University of Southampton. www.jisc.ac.uk/elp_learneroutcomes.html
• Creanor,L., Trinder, K., Gowan, D., Howells, C. (2006). LEX. The learner experience of e-learning. http://www.jisc.ac.uk/uploaded_documents/LEX%20Final%20Report_Augugust06.pdf
• Hughes, J. (2008). Letting in the Trojan mouse: Using an eportfolio to rethink pedagogy. In Hello! Where are you in the landscape of educational technology? Proceedings ascilite Melbourne 2008. http://www.ascilite.org.au/conferences/melbourne08/procs/huges.pdf
• Murray, C. (2006). E-portfolios Along the Lifelong Learning Cycle: Difference Between Use, Pedagogy and Context. www.elp.ac.uk/downloads/ieee%20ELP%20paper.pdf