MOSEP - More Self-Esteem with my E-Portfolio

Development of a train-the-trainer course for e-portfolio tutors a Leonardo da Vinci Project

Wolf HilzensauerSalzburg Research Forschungsgesellschaft m.b.H

The Problem: Drop-outs!

Benchmark 2010

“By 2010 only 15 % of newly created jobs will be for people with basic schooling, whereas 50% will require highly skilled workers”. (EU Commission, 2005)

“Half the EU workforce (some 100 million people) require upskilling, a gap that cannot be closed through classroom instruction alone, but will require e-learning scenarios”.

(Urdan et al, 2005)

Requirement: Upskilling!

“Every act of conscious learning requires the willingness to suffer an injury to one’s self-esteem. That is why young children, before they are aware of their own self-importance, learn so easily.”

Thomas Szasz

MOSEP - Details

ι 10 parters from 7 EU-countries:

Austria Germany

France United Kingdom

Lithuania Poland

Bulgaria

ι Duration: 2 years (August 2006 – July 2008)

ι Funding Programme: Leonardo da Vinci(Pilot Projekts – A/06/B/F/PP – 158.301)

ι Website: http://www.mosep.org

MOSEP - Aims

ι The age group of 14-16-year-olds will be familiarised with e-portfolio as a method for self directed and life-long learning.

ι Teachers will be traines to support young learners to identify and reflect on their strengths and improvement areas

ι to better develop their skills and competences

ι to improve their self-presentation skills

ι to become aware of their potentials and in this way foster their self-esteem

ι to continue their school careers or vocational trainings

7 e-portfolio processes (G.Attwell 2007)

ι Recognising Learning Learners frequently lack the skills to recognise their own learning, especially ongoing learning that does not necessarily lead to formal outcomes.

ι Recording Learning What should be recorded in a portfolio?

ι Reflecting on learning Giving meaning to the learning by reflecting on a meta-level

ι Validating learning Validating is the process of proving that learning has taken place, including the abilities and competencies identified and recorded.

7 e-portfolio processes (G.Attwell 2007)

ι Presenting learning Presenting offers an opportunity to select artefacts from the portfolio to tell a story or make a point.

ι Planning learning Planning is a structured form of reflection – looking back and looking forward. What have I achieved and what do I want to achieve?

ι Assessing learning Assessing is an external process, not within the control of the learner. Assessing is external judgement of the value of a set of artefacts presented by the learner.

Skills, needed by learners

ι Forming an opinion

ι Expressing an opinion

ι Articulating an opinion

ι Justifying an opinion

ι Defending an opinion

ι Supporting opinions of others

ι Challenging others’ opinions

ι Questioning others

ι Seeking clarification

ι Representing others’ opinions

ι Building on others’ opinions

ι Sorting fact from opinion

Skills, needed by eP tutors

| Play – the capacity to experiment with one’s surroundings

| Performance – the ability to adopt alternative identities

| Simulation – the ability to interpret and construct dynamic models of real-world

| Appropriation – the ability to meaningfully sample and remix media content.

| Multitasking – the ability to scan one’s environment and shift focus

Distributed Cognition – the ability to interact meaningfully with tools

| Collective Intelligence – the ability to pool knowledge and compare notes

| Judgment – the ability to evaluate the reliability and credibility of sources.

| Transmedia Navigation – the ability to follow the flow of stories and information

| Networking – the ability to search for, synthesize, and disseminate information.

| Negotiation – the ability to travel across diverse communities

Teachers should be able to ..

| articulate the difference between assessment OF learning and FOR learning;

| implement classroom-based assessment FOR learning strategies;

| provide specific and detailed feedback to learners about their learning;

| support student reflection through modelling and research-based practices;

| create an environment that facilitates students’ deep learning.

MOSEP – didactical approach

ι Materials are delivered as a „buffet of resources“ rather than a „ready-to-serve meal“ (using a Wiki)

ι Materials are software- and platform independent, focusing on the didactical method and consulting process

ι Materials are self-explanatory and fit for different target groups and sectors

ι Materials are available online (www.mosep.org) or offline (on a DVD).

ι Support by using multimedia material (video)

Structure of the course

MOSEP Wiki: wiki.mosep.org

MOSEP - Outcomes

ι MOSEP Study – Grab your future with an e-portfolio

ι MOSEP course for teachers, trainers and vocational counsellors freely accessible http://wiki.mosep.org

ι MOSEP Toolbox: flyer, poster, video, ...

ι MOSEP pilot testing and evaluation of the training course

ι 4th EduMedia conference: Salzburg June 2008

ι Dissemination of project results

MOSEP Evaluation

ι Design:

- Pre-test (sample: 25 )

- Main test (sample: 80)

- Focus group interviews (testing groups)

- Refinementcycle

- Improvements Wiki content tightened & streamlined

Navigation improved

MOSEP Mahara: bugs fixed

MOSEP wiki course: trainer instructions compiled

Some results ... Overall impression of the course 78,7% (excellent/good)

Module structure is clear 48,5% (strongly agree/agree)

Course modules comprehensible: 54,5% (strongly agree/agree)

Course wiki is excellent tool for

course delivery 51,5% (strongly agree/agree)

Course wiki is informative 54,5% (strongly agree/agree)

Course is appropriate for target

Audience (teachers & counsellors) 66,7% (strongly agree/agree)

My students/clients find it easy to

work with the MOSEP-Wiki 36,4% (strongly agree/agree)

The MOSEP-course helps my students/

clients to reflect on their learning 42,5% (strongly agree/agree)

and achievement

MOSEP Toolbox:http://www.mosep.org

Contact:

Wolf HilzensauerSalzburg Research ForschungsgesellschaftJakob Haringer Str. 55020 Salzburg / Austria

wolf.hilzensauer@salzburgresearch.athttp://www.salzburgresearch.athttp://www.mosep.org