71 research outputs found
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Plumbing the depths: stories, e-portfolios; pedagogy, ownership
Over the course of this academic year, a colleague and I implemented an eportfolio
pilot with 82 students aged 17 to 50 on a team-taught 30-credit Level 1 core
course on behalf of the University of Greenwich. The students are studying for a degree in
Education Studies and come from a wide range of backgrounds. The module comprises
elements of PDP interwoven with lectures on contemporary education issues and was
originally designed as a paper-based course. The pilot navigated the PebblePad system
as part of a wider trial of a number of different systems by the university. This paper
presents the results of research combining mixed methodologies mainly allied to the
interpretive paradigm but incorporating elements of critical theory. The research evaluates
the differing experiences of students and lecturers using this e-portfolio system for
learning, teaching, reflection and assessment. Methods used include initial and final
student reflections, surveys, interviews and critical analysis including the narrative
‘soundings’ of sample experiences from student blogs and visual analysis of some student
portfolios. We used the PebblePad as a mini VLE, uploading course documents and
lecture presentations and sending messages as well as creating online gateways for
formative and summative assessment submission. It was accessed externally to the
university systems. In a scaffolded process, students constructed and submitted blogs and
e-portfolios composed of a number of assets. The process of interactions with an eportfolio
system has raised substantial and complex challenges for course design and
learning outcomes relating to pedagogy and assessment as well as challenges of
implementation, resistance to change and around concepts of ownership. As a
commentary on academic practice, an element of personal reflection on the project and
the research is included in the form of a dialogic interlocution with these narratives, raising
questions about the way in which we might use e-portfolios in Higher Education and
considering how we evaluate online learning. As a process of evaluation, the research
does not offer hypotheses or answers as such but aims to create space for different views
by raising complex questions and challenges for consideration in the process of
contextualising and making sense of the users’ different experiences, of plumbing the depths. Drawing on diverse genres and media the paper presents the results of the
research and samples some of the work produced
The student-produced electronic portfolio in craft education
The authors studied primary school students’ experiences of using an electronic portfolio in their craft education over four years. A stimulated recall interview was applied to collect user experiences and qualitative content analysis to analyse the collected data. The results indicate that the electronic portfolio was experienced as a multipurpose tool to support learning. It makes the learning process visible and in that way helps focus on and improves the quality of learning. © ISLS.Peer reviewe
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