Learning from the past and looking at the future. Closing the evaluation-revision-implementation cycle in an elearning module

This paper will outline the importance of implementing an instructional design model which incorporates a continuous cycle of evaluation, revision and implementation. The context is a case study of a distance learning module which was first presented in 1993 as an introductory module for students taking an Oscail BA programme. As the majority of Oscail students are adults returning to education after a long period of absence from formal education, providing learners with a supportive learning environment which would ease re-entering the educational world has always been one of Oscail’s key goals. Between 1993 and 2002, the Introductory Module was offered in the traditional distance education format and was subject to regular evaluation and revision (Lorenzi, MacKeogh and Fox, 2004; MacKeogh and Lorenzi, 2005). By early 2000, the wider accessibility of technology encouraged Oscail to combine the need to prepare students for university study with the development of e-learning skills. In 2002 the Introductory Module was reconstituted as the SPEL (Student Passport for E-learning) module and was presented for three years. A review of the module in 2006 indicated shortfalls in what is described in the literature as the bolt-on ‘skills approach’ which makes use of ‘a set of atomized skills – removed from subject specific domains’ (Lea & Street, 1998: 158). This prompted a rethink of the overall approach to preparing students for study, and resulted in a decision to adopt an embedded approach to e-skills development. It was hoped that a task-based approach to applying skills to subject specific activities would improve the quality of the learning experience and ultimately result in better retention rates. A review of the implementation of the embedded approach in the first year reveals that while students reported an increase in skills development over the module, and identified a number of positive features, the approach did not succeed in increasing retention. Detailed evaluation including surveys of tutors and students as well as online focus groups have identified a number of factors which militated against the achievement of some of the goals of the module. These included the scheduling of activities, workload, a shorter than usual academic year, insufficient tutor training and student induction, and administrative support. This paper will start with a brief overview of instructional design systems and the models used by Oscail in developing its elearning programmes. We will then outline the way in which through a cycle of implementation, evaluation and revision, the original introductory module evolved into a full year-long module comprising an embedded portfolio of study skills tasks. We will describe the outcomes of the embedded SPEL programme and will outline the evaluation process that has led to further revisions. We will discuss the specific issues that have emerged from the evaluations and will show what measures have been put in place to overcome the difficulties encountered. We will conclude with some observations on the changing roles of stakeholders in the context of new elearning approaches

Portfolio use in vocational education:Helping students to direct their learning

Kicken, W. (2008). Portfolio use in vocational education: Helping students to direct their learning. Doctoral Dissertation, Open University of the Netherlands, The Netherlands

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

FROM AUTHENTIC TO HOLISTIC: THE EVOLVING TREND OF PORTFOLIO – BASED ASSESSMENT

This article attempts to overview literature on the evolving trend of portfolio-based assessment which has been argued to be the answer for the non-holistic and non-authentic nature of traditional tests. Both empirical and theoretical studies presented to explore the utilization of portfolio as well as the challenges faced over this type of assessment. This article also provides some implications for future studies particularly on the development of portfolio assessment literacy or professional training to teachers and the use of electronic portfolios. Most studies on the use of portfolio particularly in Indonesian setting have been mainly focused on writing skill rather than other language skills. Therefore, addressing the integration of portfolio assessment in other skills is suggested for future examinations.  Article visualizations

The effects of portfolio-based advice on the development of self-directed learning skills in secondary vocational education

Kicken, W., Brand-Gruwel, S., Van Merrienboer, J. J. G., & Slot, W. (2009). The effects of portfolio-based advice on the development of self-directed learning skills in secondary vocational education. Educational Technology Research and Development, 57(4), 439 - 460. DOI: 10.1007/s11423-009-9111-3This experimental study was designed to investigate whether supervision meetings, in which students receive specific advice on how to use a development portfolio to monitor their progress and plan their future learning, helps them to develop self-directed learning skills and improve their learning in the domain. In the first year of a hairdressing program in vocational education, supervision meetings were used to provide students with either specific advice or not. Students in the advice group (n = 21) formulated better learning needs, selected more suitable learning tasks, completed more practical assignments, and acquired more certificates than students in the feedback-only group (n = 22). Interviews also showed that students in the advice group appreciated the supervision meeting more and perceived them as more effective than students in the feedback-only group. Guidelines are provided for the use of development portfolios and the organization of supervision meetings in on-demand vocational education

Emerging technologies as cognitive tools for authentic learning

Employing emerging technologies in learning is becoming increasingly important as a means to support the development of digital media literacy. Using a theoretical framework of authentic learning and technology as cognitive tools, this paper examined student responses to the infusion of emerging technologies in a large first year teacher education unit over two full iterations, using a design-based research approach. This paper describes the pedagogical context of the intervention, the methodology used, and it presents an analysis of themes emerging from the data relating to the use of emerging technologies

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

E-PORTFOLIOS: THEIR IMPACT ON PRESERVICE TEACHERS\u27 SELF-DIRECTED LEARNING AND COMPUTER TECHNOLOGY SKILLS

Students in the Teacher Education Program at the University of Missouri-St. Louis have to complete their professional E-portfolios to be certified for the program. An E-portfolio demonstrates a future teacher¿s knowledge, skills, and abilities acquired through teaching and learning. Five qualitative case studies were investigated to understand how E-portfolios impact preservice teachers¿ self-directed learning readiness (SDLR) and computer technology skills (CTS). Data were gathered from the preservice teachers¿ pre- and post-questionnaires, interviews, observations, and their completed E-portfolios. Two internship students and three student teachers were observed creating their E-portfolios during a 16-week semester. During the period, some sought assistance from the E. Desmond Lee Technology and Learning Center Staff while others worked independently. Using the Self-Directed Learning Readiness Scale (Guglielmino, 1977), all the participants increased their SDLR scores. However, although each of their scores increased, they remained in their initial level. For example, if a person had an initial ¿above average¿ score (227-251), he or she stayed in the same level after creating an E-portfolio. Based on a CTS Questionnaire, which examined the preservice teachers¿ Internet, PowerPoint, Excel, and E-portfolio skills, just to name a few, each preservice teacher increased his or her computer technology skills. Thus, it appears that creating an E-portfolio can serve as a useful tool in helping preservice teachers enhance their self-direction and computer technology literacy. Teachers should carefully consider how computer technology should be used to further their goals of professional development. The knowledge gained from this study may assist adult educators in motivating student teacher candidates to use E-portfolios. Knowledge about the self-directed learning process would contribute to both theory and practice of self-directed learning in the digital age. In addition, this study may provide the foundation for further research into E-portfolio curriculum design and how to use E-portfolios as an assessment tool for effective professional development. Developing E-portfolios may help students in all programs improve their computer technology skills and trigger their self-direction and desire to learn. In addition, E-portfolios may provide faculty with an effective, alternative assessment tool (Barrett, 2000). Future research could examine more students in other teacher education programs