Rakel K.Rohde Næss & Berit Bratholm

Student tutoring students`digital portfolios

• Concept:The project is based on sosio- cultural perspectives on learning

• Methods: Examine texts in students digital portfolios

• Analysis: Student tutoring students in digital portfolios

• Findings: The project has contributed to better understanding of collaborative learning in digital portfolios

CONTENT

THEORY

• Theoretically the project approaches the problem from a sociocultural learning perspective (Dyste 2002, 2003 and Saljö 2001)

• Formative assessment and supervising (Lauvås og Jacobsen 2002,Skaagen 2004, Ulleberg 2004)

• Digital portfolios (Øhra 2004, Dyste/Engelsen 2003)

Research questions

1: To what extent do the digital portfolios support the students’ abilities to give formative assessment in the subject pedagogy in teacher education?

2: How do the students assess their own experiences in their participation in the project “student tutoring student”?

• Increased focus on how ICT can help to improve the quality of teaching and learning.

• Better access to learning materials and the development of new and varied learning methods to stimulate activity, autonomy and cooperation

(Øhra, 06)

Digital portfolios

N O R W A Y

A model of analyses for portfolio processes in the project ”Alternative assessments in Teacher education in Norway”. (Dysthe & Engelsen 2004).

N O R W A Y

Project:

• Students participate in preparing accomplishing and evaluation of the project

• duration : one week• Students: 200• Teachers: 10• The students had to document the

project in there own digital portfolios.

Student tutoring in digital portfolios

Formativ assessment and self/ peer assessment:

”In our project we can see that these digital portfolios make it easier to develop a good learning environment in cooperation with the first grade students. It is important that we at any given time can have access to see their products in stead of being dependent on getting the thesis sent by mail or by paper. Besides, it makes it easier for the first grade students to look into our digital portfolios and learn from these. ”

Students statements:Individual assignment

• ” As I see it, this project has been succesful. I have learnt a lot about supervision and hopefully first grade has learnt something of the input I gave both as a teacher education, student and later as a trained teacher. The project has made me think it is important both to be good to supervise and to be supervised. This has been a test project here at the university college and acccording to my experience this is something which should be continued.”

Students statements:Individual assignment

• We recommend the university college to work in this way on a permanent basis after the project is ended.

• My experiences after the project is brought to an end have influenced the evaluation of the process. For me this has been a positive experience and I would like to do it over again.”

Findings• Students in their second year experienced

that they had acquired some useful knowledge in pedagogy during their first year in college. This increased their self-confidence.

• The digital portfolios were considered a useful tool for student cooperation and for sharing knowledge.

• The project itself motivated the students for participation.

Findings• Digital portfolios have a larger potential

than what came to light in our project • It is vital that a project like this is

rooted in the college’s study plans. Our study plan could have described the project more elaborately

• The Vestfold University College is now working in this on a permanent basis in quite different courses

Links to students digital portfolios

•rikard•hilde•trine•dahlen

                                     

References:• Dysthe,Olga og Knut Steinar Engelsen (2003). Digitale mapper ved to

lærarutdanningsinstitusjonar. I: Olga Dysthe og Knut Steinar Engelsen (red.) (2003): Mapper som pedagogisk redskap. Perspektiver og erfaringer. Abstrakt forlag.

• Dysthe, O. and Engelsen, K.S (2004) Portfolios and assessments in teacher education in Norway: a theory-based discussion of different models in two sites. Assessment & Evaluation in Higher Education. Vol. 29, 2, April 2004

• Lauvås,P., og Jacobsen, I. (2002). Exit eksamen - eller? former for summativ evaluering i høgre utdanning. Oslo, Cappelen akademiske forlag

• Seljö, R. (2001). Læring i Praksis. Et Sosiokulturelt perspektiv. Oslo, Cappelen Akademisk Forlag.

• Ulleberg, I (2004). Kommunikasjon og veiledning. Oslo:Universitetsforlaget.• Øhra, M. (2004). Kunnskapsdeling ved bruk av digitale mapper. I IKT og nye

læreprosesser (red. Hildegunn Otnes) . En artikkelsamling basert på erfaringer fra et prosjekt ved avdeling for lærerutdanning. Tønsberg, Høgskolen i Vestfold, 2004. Notat 2 / 2004. http://www-bib.hive.no/tekster/hveskrift/notat/2004-02/notat2_2004.pdf