ePortfolios beyond pre-service teacher education: a new dawn?

The context of this paper is the final phase of a longitudinal action research project investigating whether an ePortfolio, created as a pre-service teacher to evidence a digital story of developing professional identity, could transition into employability, ie the first year as a newly qualified teacher. Thus this paper focuses on a new area of ePortfolio related research in teacher education; the transition from university into employment. The research findings indicate a changing purpose of the ePortfolio from training to the workplace, along with an increasing strength of ownership as part of the transition, and empowerment in becoming a teacher. Key outcomes are discussed and arguments presented for an ePortfolio to support professional development from university to employment

Estudio de los Portafolios en el Practicum: An álisis de un PLE - Portafolio

The specialized literature agrees to notice that even existing some conditions, it is not a generalized methodology at universities. In the new grades and knowledge areas is found the subject of external practices that would be able to show conditions for using the portfolios. Whereas, there are some questions in the educational area: What conditions exist for the use of the portfolios in the Practicum of the education grades in Spain? What level of utilization are evident? What problems of understanding, the students express about the documentation of evidences in portfolios? The research performs a mixed methodology: a first quantitative study with descriptive methodology, interview to 31 coordinators of Practicum of all grades in 10 (20%) Faculty of Education, along with a qualitative study and content analysis of 256 Practicum guides of all grades of 36 (72%) Faculties of Education of public universities in Spain. A second case study, perform a content analysis of 592 annotations of 212 students to show and evaluate the evidences in ePortfolios of the Practicum of the degree of Pedagogy. The results reveal that there are 11 students per tutor 2,88h medium for tutoring and assess ePortfolios. Being mail (between 37.77% and 46.66%) followed by the platforms most used technologies. The eRúbricas and video annotations help document the evidence, however, students still show difficulties in some competencesFunded by Spanish Plan of R+D+i Excellence (2014-16) No. EDU2013-41974P. Project entitled: “Study of the Impact of Federated eRubrics on Assessing Competences in the Practicum”. http://goo.gl/u07aN

ALT-SURF seminar: ePortfolios and Digital Repositories, 22 and 23 April 2004, Edinburgh UK

ALT (Association for Learning Technology) and SURF (collaborative organisation for IT innovation in Dutch HE) have similar goals and started working together in 1999. In 2001 they signed a Memorandum of Understanding to bring together learning technologists from the UK and the Netherlands in a variety of exchange activities. Sharing experiences and views internationally between peers proved to be an excellent way to learn new things, find inspiration to meet joint challenges and engage in healthy reflection. ALT and SURF organised mutual study visits (50 Dutch learning technologists visited universities in the UK in 2002 and 40 UK colleagues visited Dutch institutes in 2003), joint conferences and seminars, and a expert study trip to Australia (8 UK and 8 Dutch experts visited 14 institutes in 2002). SURF and ALT reported on these in presentations and publications. A new activity is the joint working seminar, where a specific theme can be discussed by experts in the field with the purpose of describing in a so-called ‘briefing paper’ the current state of affairs, the underlying beliefs, hopes and desired situation, and possible ‘next steps’ in joint conceptualisation and/or developing activities. In the process of composing the briefing papers differences between the countries will surface, e.g. organisational, cultural or political. The themes are therefore not isolated topics but seen as developments within a context. The first joint ALT-SURF working seminar took place in April 2004 in Edinburgh, immediately following an ALT spring conference, and addressed two related topics: e-(or Digital) Portfolios and Digital Repositories. The aim was to establish working relationships between experts in both countries through discussion and collaborative writing of briefing papers aimed at experts, researchers, managers and policy makers. The objectives of the working seminar were threefold: • describe the basic belief that leads to so much energy being put into these concepts • outline current thinking in ePortfolios and Digital repositories as a common reference point for deeper understanding • devise a roadmap to meet required conditions to further develop ePortfolios and Digital Repository concepts and use. This report is the result of that seminar, namely a briefing paper on ePortfolios and another on Digital Repositories. In the papers the potential and ultimate goal of using ePortfolios and Digital Repositories for learning and teaching is outlined; the current state of achievements is described, and thirdly the briefing paper concludes with desired next steps to reach the ultimate goals, what conditions need to be in place, what activities need to be set in motion. The papers highlight any apparent differences in approaches between UK and Netherlands as well as opportunities for future collaboration. SURF and ALT will use the conclusions and suggestions as input for joint future development and networking activities

The learning portfolio in higher education: an integrative review

The learning portfolio is often lauded as a powerful pedagogical tool, and consequently, is rapidly becoming a central feature of contemporary education. This paper synthesizes and critically reviews the literature pertaining to its use in higher education contexts specifically. Three key themes are identified and discussed. First, although the theory underlying the use of learning portfolios is promising, robust empirical evidence supporting their effectiveness remains sparse. Second, the tool is rooted in a complex pedagogy, and its potential can only be realized if the processes underlying this pedagogy are properly understood by advocates and executed by users. Third, there is a recurring tension between the developmental (process) and evaluative (product) conceptualizations of the learning portfolio. On the basis of these findings, some recommendations for future research and practice in this area are identified

Technology in the College Classroom: Crisis and Opportunity

The 21st century classroom is large, diverse, underfunded, and populated by students weaned on digital devices espousing a consumer mentality looking for a good return on investment (ROI) on their education. These students, the so-called millennials, and the coming Generation Z, who have grown up in the digital age, are more pragmatic than previous generations of students and are less amenable to traditional teaching approaches. While some lament this crisis in education, it can be seen as an opportunity. As digital natives, students are immersed in the newer technologies both as consumers and producers and anticipate remaining plugged in during college and beyond. Harnessing this interest and expertise and effectively integrating these newer technologies into the classroom can help solve this crisis. Technology enhanced teaching has the potential to transform learning, deepen student engagement, and connect with the more varied and numerous student cohorts. This article explores how effective use of ePortfolios can be aligned with learning goals to create meaningful, engaging, and innovative assignments that transform the classroom from a site of prescriptive learning, where information is unilaterally transmitted, to one of distributed expertise, where knowledge is jointly created, and digitally literate students are equipped to become the life-long, tech-savvy, self-directed learners that this new century demands. But there are no guarantees. This article concludes by acknowledging tensions in the tech-laden classroom, fears that technology is driving pedagogy, poor understanding of key affordances, and misalignment between instructional goals, learning outcomes, and students\u27 understandings

Evolution in the Design and Functionality of Rubrics: from “Square” Rubrics to “Federated” Rubrics

The assessment of learning remains one of the most controversial and challenging aspects for teachers. Among some recent technical solutions, methods and techniques like eRubrics emerge in an attempt to solve the situation. Understanding that all teaching contexts are different and there can be no single solution for all cases, specific measures are adapted to contexts where teachers receive support from institutions and communities of practice. This paper presents the evolution of the eRubric service [1] which started from a first experience with paper rubrics, and, with time and after several I+D+R [2] educational projects, has evolved thanks to the support of a community of practice [3] and the exchange of experiences between teachers and researchers. This paper shows the results and functionality of the eRubrics service up to the date of publicationa.) Project I+D+i EDU2010-15432: eRubric federated service for assessing university learning http://erubrica.uma.es/?page_id=434. b.) Centre for the Design of eRubrics. National Distance Education System -Sined- Mexico. [http://erubrica.uma.es/?page_id=389

ePortfolios: models and implementation

This paper explores the use of ePortfolio tools to support teaching, learning and the personal and professional development of postgraduate students at the Institute of Education, University of London (IOE). The needs of tutors and students are considered alongside the affordances and limitations of specific tools in relation to these needs. The study involved five areas of postgraduate study at the IOE, one at PhD level, two at Masters level (MA in ICT in Education and MTeach) and two PGCE courses (PGCE in ICT and Post-Compulsory PGCE). Preliminary discussions with IOE staff revealed five common themes relating to the perceived purpose of an ePortfolio: model, ownership, collaboration, accessibility and support. The first theme relates to the definition of the ePortfolio, whilst the remaining themes address questions relating to ownership, control, use and user needs/development. In this paper, each of the themes and the questions raised within those areas are addressed in detail and a cross-comparative table of responses across each of five teaching scenarios is provided with levels of importance measured on a scale of 1 (low) to 4 (high)

Perceptions of Preservice Teachers Communicating with Visual Imagery in E-portfolios

The problem addressed in this study was to understand how preservice teachers documented and communicated learning via working eportfolios to demonstrate reflective practice in a teacher education class. The purpose of the study was to use mixed methods to understand how preservice teachers document and communicate their learning in working eportfolios and for reflective practice, to understand if the use of visual imagery supports them in demonstrating their competency in a teacher education course. Because education now occurs in a technology-rich learning environment, visual imagery can chronicle learning and teaching experiences. This descriptive study was conducted in a teacher education classroom at a large state university in the southeast. The study focused on individual teachers who completed electronic portfolios as part of their clinical research, showing how they have used and implemented visual imagery and visual tools for assessment in their eportfolios. This study looked at preservice teachers' perceptions of using visual imagery in teaching and learning. Specifically, the questions asked were: 1) What are the most important attitudes and perceptions of preservice teachers that influence their use of visual imagery in eportfolios for reflective practice? 2) What are the differences in teachers' attitudes and perceptions towards use of visual imagery in eportfolios for reflective practice? 3) How do preservice teachers use visual imagery to structure eportfolios and illustrate evidence of reflective teaching and learning practice within their teacher preparation program? 4) How do preservice teachers describe how visual imagery supports or constrains reflective practice? 5) What are the preservice teachers' attitudes and perceptions of the technology challenges of using visual images in their electronic portfolios to support reflective practice? This study also addressed new teacher evaluation and professional growth implementation scheduled to launch in Georgia during the school year 2014-2015 (Georgia Department of Education, 2012). In the 21st century, many teacher education faculties will become reliant upon eportfolios for evaluations. The current study aligns with the newly adopted effectiveness system for teacher evaluation and professional growth, a part of the (2012) Race to the Top Initiative (RT3), in Georgia, and includes the Teacher Keys Effectiveness System (TKES). This three-phase study employs mixed methodology including survey questionnaires, post-survey interviews and document analyses of eportfolio artifacts; data sources include electronic portfolio documents. Descriptive statistics, including frequencies, means, and standard deviations were used in the survey analysis. Open coding methods were employed for the interview analysis. Rich visual descriptions and examples are included of the preservice teachers' eportfolios that support evidence of visual representation. These outcomes identified the most important influences and differences using visual imagery and visual tools perceived by the preservice teachers. Factors relating to challenges and how visual imagery and visual tools supports and constrains reflective practice are also identified. These outcomes indicated that visual imagery and visual tools can be used in the classroom to increase and support student engagement and communication during the learning and teaching process. The perceived influences regarding influence of visual image use include discussions of 21st century tools used as part of reflection in eportfolios. Findings may support 21st Century Teacher Education programs that use or anticipate using electronic portfolios for reflective practice. (Keywords: E-portfolios, visual thinking, visual learning, 21st Century Literacy, emerging media, teacher education).Ph.D., Educational Leadership Development and Learning Technologies -- Drexel University, 201

Assessment of an ePortfolio : developing a taxonomy to guide the grading and feedback for personal development planning

This paper describes the rationale for, and the design, implementation and preliminary evaluation of a taxonomy to guide the grading and feedback of ePortfolio assessment of personal development planning (PDP) in a module where PDP is integrated into the curriculum. Conventional higher education assessment methods do not adequately address the requirements of this innovative approach to learning and assessment, and a new assessment tool was felt to be necessary. Drawing on recent theories in the fields of constructive alignment, reflective practice and assessment for learning, a criteria-based taxonomy was designed with the aims of articulating criteria for achievement aligned with the learning outcomes of the module, and of ensuring valid and reliable evaluation of student achievement. Analysis of student and tutor feedback and statistical comparison of marks achieved after the pilot study have produced encouraging results. While this taxonomy was designed to be used in specific circumstances, it is capable of being adapted for use by others who deliver modules or courses where PDP embedded in the curriculum is supported and assessed by means of an ePortfolio