Reflections on eportfolio professional learning: harnessing an unconference approach

This practitioner-led article documents the journey of a cross-institutional multidisciplinary team to support the development of practitioners’ ePortfolio professional competencies through an “Unconference.” We describe the approach used to support an ePortfolio unconference hosted in January 2018 at Dublin City University. According to Budd et al. (2015), the most meaningful professional learning at conferences tends to occur at the cofee breaks when delegates are free to engage in open dialogue. An unconference is a dynamic participant-driven conference which features discussion and collaboration at its core to support professional learning. This approach was chosen to capture, develop and document current ePortfolio practice in Ireland and the United Kingdom. This article outlines key facets of professional learning generated as a result of the unconference including the promotion of ePortfolio competencies and the generation of collaborative research outputs. At the unconference, attendees participated in experiential learning opportunities which enhanced and extended their personal and professional ePortfolio competencies as well as developed practice-focused research outputs collaboratively in real time using a range of technological tools. Participant feedback highlights the impact of the unconference on their professional ePortfolio learning and practice, and the critical refections of unconference organizers inform future ePortfolio professional development

Exploring the Student Experience of the Final Year of a Professionally-Oriented Undergraduate Degree in Education Studies

Within Higher Education there is growing expectations that graduates will enjoy smooth transitions into practice or further study and thus it is important to understand how higher education students’ experiences in university should be best organised and integrated to realise these purposes. This qualitative research study investigated the impact of the curriculum design of the final year on student experience, engagement and progression routes post-graduation in a new four year professionally-orientated degree for students in a BSc in Education Studies in an Irish education institution. This study involved 26 lecturers and 25 recent graduates from the programme. Students were required to undertake a final year (capstone project) dissertation and an internship (involving the development of an ePortfolio to demonstrate and reflect on their journey of learning and to make connections with learning across the final year). Data was collected by means of an online student survey, followed by a focus group interview with self-selecting student participants as well a focus group interview with the programme development team. The focus of this work is on presenting the findings in terms of student experience of the balance between the internship and the dissertation as a preparation for their professional pathway; it also explores the lecturer experience as curriculum designers and facilitators. The study is underpinned by an exploration of enquiry-based learning, curriculum design, the capstone project and education studies as a discipline. Ultimately the intention of the research team is to improve the curriculum design process and outcome for the programme, and to contribute to the knowledge base on the highlights and challenges of designing and delivering professionally-orientated degrees into the future

Conceptualising Curriculum Change: Structuring The Final Year Learning Experience On A Professionally-Orientated Degree Programme In Education Studies.

Taha Toros Arşivi, Dosya Adı: Sultan II. Abdülhamid. Not: Gazetenin "Tarihten Sayfalar" köşesinde yayımlanmıştır

Reflections on eportfolio professional learning: harnessing an unconference approach

This practitioner-led article documents the journey of a cross-institutional multidisciplinary team to support the development of practitioners’ ePortfolio professional competencies through an “Unconference.” We describe the approach used to support an ePortfolio unconference hosted in January 2018 at Dublin City University. According to Budd et al. (2015), the most meaningful professional learning at conferences tends to occur at the cofee breaks when delegates are free to engage in open dialogue. An unconference is a dynamic participant-driven conference which features discussion and collaboration at its core to support professional learning. This approach was chosen to capture, develop and document current ePortfolio practice in Ireland and the United Kingdom. This article outlines key facets of professional learning generated as a result of the unconference including the promotion of ePortfolio competencies and the generation of collaborative research outputs. At the unconference, attendees participated in experiential learning opportunities which enhanced and extended their personal and professional ePortfolio competencies as well as developed practice-focused research outputs collaboratively in real time using a range of technological tools. Participant feedback highlights the impact of the unconference on their professional ePortfolio learning and practice, and the critical refections of unconference organizers inform future ePortfolio professional development

Disorienting dilemmas and transformative learning for school placement teacher educators during COVID-19: challenges and possibilities

The COVID-19 pandemic resulted in teacher educators dealing with multiple problems caused by the disruption to the professional preparation of pre-service teachers. This led to modified  arrangements for teaching, learning and assessment on an  emergency basis. For teacher educators, the challenges and disruptions caused by school and HEI closures may also be seen as opportunities to learn and reshape traditional roles  and practices. In this study, we sought to understand how  COVID-19 shaped and transformed the lived experience of teacher educators involved in school placement in Ireland. This research utilises Mezirow’s Transformative Learning framework  starting with the disorienting dilemma of COVID-19 and maps  the teacher educators’ responses to the resultant challenges  and possibilities. Using a qualitative approach, the researchers analysed data from online surveys, focus groups and reflections,  to consider continuity and change through the ‘Now What’ stage of Rolfe et al.’s framework. The insights gained from this research will add to the growing international literature on the changes to pre-service teacher education provision, by presenting the persistent challenges of dealing with COVID-19 and potential changes within the practicalities of school placement in Ireland. </p