portfolio presentation
DESCRIPTION
TRANSCRIPT
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PORTFOLIOHow to use a portfolio at NISTCOL
An ideal scenario
Where do we start at NISTCOL?
Facilitated by:Astrid ScholtenProgramme Manager and Leonie MeijerinkProgramme Adviser Distance LearningVVOB Zambia
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Content Day 108.30 – 09.30 Purpose and content workshop,
QAC update & link to portfolio09.30 – 10.30 What is a portfolio activity,
portfolio spider web and portfolio framework10.30 – 11.00 Break11.00 – 12.30 Student perspective
Activity: write a personal development plan12.30 – 14.00 Lunch14.00 – 15.30 Lecturer perspective:
Balancing the choices of NISTCOL 15.00 – 15.15 Tea15.30 – 16.30 Choosing a scenario for NISTCOL16.30 – 17.00 Entering your professional diary entry
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Content Day 208.30 – 09.00 Reflecting back on yesterday and
programme of today
09.00 – 10.30 Back to students perspective: Personal Activity Plan: How do I get
there?
10.30 – 11.00 Break
11.00 – 12.30 Learning Cafe: Guidance, Assessment and modules
12.30 – 14.00 Lunch
14.00 – 14.45 Learning café group rotation
14.45 – 15.00 Tea break
15.00 – 16.00 Making a plan of action
16.00 – 17.00 Evaluation reflecting in your diary and closure
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Purpose of the workshopLecturers to be introduced into
the role of students and lecturers in the development and implementation of a portfolio and to establish a timeframe for the development of the portfolio as instrument at NISTCOL.
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What is a Portfolio?
Who do you think need to be involved?
Are you a good lecturer? ◦What would you bring to proof that?
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What is a portfolio?‘ A purposeful collection of student
work that tells the story of the student’s efforts, progress, or achievement in (a) given area(s). This collection must include student participation in selection of portfolio content; the guidelines for selection; the criteria for judgment merit; and evidence of student reflection’ .
(Arter and Spandal, 1992, p. 36, taken from: Scholten, A. 2007)
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From Scholten, A. , presentation for defend of thesis, sept 2007
Purpose of Portfolio
Competency ‘claims’
Assessmentcriteria
Portfolioevidence
Guidancestudent
Guidancestaff
Assessmentprotocol
Aim portfolio-assessment
Role portfolio-adviser
Role portfolio-assessor
Portfolio ‘spider web’
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Professional profile (demands and needs of schools, ministry guidelines, outcomes PTDDL modules)
Personal Develop-ment Plan
• Professional Diary• Personal ambitions• Professional module related
outcomes• Educational goals
Personal Activity Plan•Identify how you will achieve your goals most effectively.•Choose activities to achieve priority goals.•Place activities in timeline to plan activities.
Performance and Progress•Collecting proof of progress in doing activities•Critical self-reflection on progress (results, behaviours)•Collect feedback from different perspectives
Identify priority goal and level
Evalu
ati
on
(p
rogre
ss a
nd
conse
qu
en
ces
tow
ard
s goals
an
d p
roce
ss
Modified from: Full paper Eunis 2004, Ljubljana, Aalderink, W.
What’s my level now and where do I want to go?
How do I get there?
How did I perform, what progress did I make?
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FOR STUDENTS:WHICH QUESTIONS WILL A STUDENT ASK AND WHAT TO DELIVER IN PORTFOLIO
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Most important purpose of portfolio
For students to determine their learning route:◦What is my level now?◦What do I want to achieve? ◦How do I get there?◦How did I perform, what progress did
I make?
Stu
dent
pers
pect
ive
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What is my level now?***Personal Development Plan A ***
1. Write a daily/weekly professional diary entry describing what you have done.
2. Reflect critically on your observations
3. Identify for yourself where you stand following a checklist. General outcomes Subject related outcomes
What
is m
y level
now
?
Stu
dent
pers
pect
ive
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What do I want to achieve?***Personal Development Plan B ***
4. Identify which are the areas in which you need strengthening.
5. Prioritize.6. Identify when you will be happy
with your progress
What
do I w
ant
to
ach
ieve?
Stu
dent
pers
pect
ive
Success Indicators
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Activity 1Do the activity in the activity
sheet in which you practice writing a personal development plan on a predetermined topic.
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FOR LECTURERS: FUNCTIONS,TYPES AND ROLES OF PORTFOLIO
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Primary functions of portfolio:
◦Reflection ‘learn from self and others’
◦Registration ‘evidence and direction’ ◦Representation ‘showcase’
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Three types of portfoliosShowcase portfolioDevelopment portfolioAssessment portfolio
Place on a continuum Showcase x Development and Development x Assessment: what should the focus of NISTCOL be?
(Veugelers, University of Amsterdam)
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Determine roles on a continuum• Role of student
Student can follow and change their own learning route ---
-- Student should follow NISTCOL Learning route
• Role of teacherLecturer as a guide ---- Lecturer as controller
• Role of othersFeedback from others counts in assessment -----Feedback from others not done/doesn’t count
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Choosing a scenarioThere are different ways and
levels of introducing a portfolio. Look in your hand-outs and
choose the scenario that you think is most realistic to achieve, but still meets NISTCOL’s expectations.
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Professional Diary for this workshop
Reflect back critically on the day in the professional diary sheet provided:1. What did you know about portfolios before
the workshop? 2. Write a short account of the most
important lessons you have learnt3. Reflect on how you participated in the
workshop4. What do you think you will need to learn
more about as priority?5. How do you think you could achieve this?
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PORTFOLIOWORKSHOPDAY 2
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Reflecting back on Day 1Professional diary entriesBack to the portfolio framework
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Most important ‘discussion points’ to be agreed upon by collegeGeneral outcomes mostly considered for
portfolio, providing they are related to and build up through modules.
Different opinions about how to measure continued progress: e.g use format passed on from module to next module, have one tutor available to follow student throughout.
Use of satellite colleges for monitoring students’ portfolio work or NISTCOL lecturers?
Students to choose from general outcomes or reflect on all of them.
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Discuss some examples of portfolios
Looking at the examples and thinking back of yesterday’s activity: which new things do you see from this that NISTCOL could consider?
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BACK TO THE STUDENTS:
DEEPER INSIGHTS TOWHAT TO PUT IN THE PORTFOLIO
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How do I get there?***Personal Activity Plan***
Develop an activity plan for the next … months on how you can improve yourself in your prioritized and/or weaker areas.
Think about how you study most effectively.
Discuss your plan with your tutor.
How
do I g
et
there
?
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How do I get there?Which activities do I choose to focus on?
1. Deliver Quality Products
2. ProgressDeeper levels of understanding
3. Learning processMore effective way of studying
How
do I g
et
there
?*
Choose
act
ivit
ies
*
Stu
dent
pers
pect
ive
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Deliver quality products◦Reports, assignments, exams,
lesson planning, overviews of work done, …
◦What do I expect of the quality I will deliver: Which result do I aim for? What do I expect of the assignment that I
will be making?
How
do I g
et
there
?*
Choose
act
ivit
ies
*
Stu
dent
pers
pect
ive
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Deeper levels of understanding
Shows how
Knows how
Knows
How
do I g
et
there
?*l
evel*
Stu
dent
pers
pect
ive
Millers Triangle, fig.2.1 taken from Tartwijk e.o., 2003)
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How to get to Lusaka?
Using creative resources and cost-effective
Slow but steady and reliable Fast and
taking risks
Considerate of hurdles
Within capacity and determined
Safe and together with others
Confident, making quick decisions, Relying on where the wind takes you
Idealistic and dreaming
A bit unrealistic? But fun!
LUSAKA
Stu
dent
pers
pect
ive
How
do I g
et
there
?
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How do students study a module?
Using creative resources and cost-effective
Slow but steady and reliable
Fast and taking risks
Considerate of hurdles
Within capacity and determined
Safe and together with others
Confident, Relying on where the wind takes you
Idealistic and dreaming
A bit unrealistic? But fun!
Module passed
Stu
dent
pers
pect
ive
How
do I g
et
there
?
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REAL Learning takes place….
Concrete
experience
Reflective
observation
Abstract
understanding
Experience
Kolb, experiental learning cycle, 1974
Experimenter
Analyser
AssimilatorApplier
Stu
dent
pers
pect
ive
How
do I g
et
there
?
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So what’s the point?Everyone has different ways of
learning
There is no one right or wrong way
But it is useful to know your way so you can learn as effective as possible
…so which style looks like yours most?
Stu
dent
pers
pect
ive
How
do I g
et
there
?
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How did I perform?***Performance and Progress Report***
Critically reflect on the progress you have made:◦Use guidelines for critical reflection
For example: look at yourself from the ‘outside’
◦Ask feedback from others
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Practice writing personal activity planUse hand-out activity 3 and write
in your small group an example of a personal activity plan.
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FOR LECTURERS: IMPACT ON PORTFOLIO
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Learning cafe: Impact for NISTCOLThree questions about the impact of
the portfolio on working processes in NISTCOL will be discussed in three groups. (use proposed questions or add any emerging questions).
The groups will rotate after the activity, share their findings and the new members will add to the findings of the first group.
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Key questions to discuss in groups:
1. Who and how will you develop assessment criteria for the portfolio?
2. What needs to happen to provide good guidance to students?
3. How will the integration of portfolios in our curriculum impact on our module writing?
4. Review your experiences of working with portfolios – what worked and what didn’t and how can we learn from it this time?
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Lessons Learnt to considerEnsure practical work so students
have something to reflect on! Organise study day to decide
what should be asked in portfolio.Ensure clear assessment criteria.
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Lessons Learnt to consider (2)Lecturers need to learn a role as
coachGive very clear instructions to
students and include in students’ guide
Give very clear instructions to lecturers
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Lessons learnt to consider (3)
Ensure you know who is responsible for the quality of portfolios and standardization overall
Flexibility in how to deliver the portfolio: e.g. opportunities for students to deliver portfolio online
Test students on their level before they start the portfolio
Start with a ‘pilot period’ before formalizing
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Plan of Action
Activity 5: Make a timeline of the minimum
activities that will need to be done before implementation of the portfolio◦Use the lessons learnt, the chosen
scenario and the impact for NISTCOL we discussed to guide you
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Your Professional Diary
Finish your professional diary that you started yesterday
a. As a way of reflecting your own role and identifying your needs for further development
b. Select from your diary: * What are the most important lessons
learnt for me? * What is the thing I need to learn more
about? * Comments and suggestions.
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THANK YOU FOR YOURATTENTION!
Remember:As long as the tutor doesn’t value the portfolio, the student never will!