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
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!