Using Electronic Portfolios to Develop Students

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Using Electronic Portfolios to Develop Students
Generic Skills????????????????

• Poon Kwai Choi ???
• United Christian College ????
• 2006.2.7

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WARM UP Do you know him?
Teach?
Assess?
Record?
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OUTLINE

• Introduction
• Literature Review
• Conceptual Framework
• Methodology
• Data Analysis
• Conclusion
• Hands-on Activities
• Road Ahead

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INTRODUCTION- Background
What is the worldwide trend of using IT in
Education? How to assess students learning
process? How to organize students artifacts? How
to help students learn how to learn?
Generic skills of the students, like creativity
and communication skills, become one of the
important components in the learning context
nowadays, they are fundamental to helping
students learn how to learn.
IT can play an important role to support and
facilitate leaning and teaching.
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INTRODUCTION- Research Questions

• How can Electronic Portfolios be effective in
  developing students generic skills?
• What kind of generic skills can be developed
  through Electronic Portfolios?
• What are the successful factors for implementing
  such Electronic Portfolios?
• What are the pedagogical benefits and limits of
  using Electronic Portfolios?

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LITERATURE REVIEW- Portfolio

• What are portfolios?
• A Portfolio is a purposeful collection of student
  work that exhibits the student's efforts,
  progress and achievements in one or more areas.
• The collection must include student participation
  in selecting contents, the criteria for
  selection the criteria for judging merit, and
  evidence of student self-reflection.
• (Northwest Evaluation Association, 1990)

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LITERATURE REVIEW- Portfolio

• What are portfolios?
• the traditional storage format for portfolios in
  education is paper-based, usually in manila
  folders, three-ring notebooks or larger
  containers.
• Most often, the artifacts are comprised of text
  and images on paper, although the use of video or
  audio tape has been emerging.

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LITERATURE REVIEW- Portfolio Development Process

• Framework for the portfolio development process
• (Danielsen Abrytyn, 1997 Barrett, 2000)

Collection
Selection
Presentation
in a class/form/subject/school
Reflection
Projection
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LITERATURE REVIEW- Types of Portfolio

• What are the types of portfolios?
• Learning - usually occurs on an ongoing basis
  supporting professional development.
• Assessment - usually occurs within the context of
  a formal evaluation process.
• Employment - is used for seeking employment.

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LITERATURE REVIEW- Electronic Portfolio

• Why using electronic?
• Digital Landscape in 21st Century
• Everything is in digital
• Multimedia presentation is fun
• Digital storage is easy to manage

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LITERATURE REVIEW- Electronic Portfolio

• What are electronic portfolios / e-Portfolio?
• An electronic portfolio uses electronic
  technologies, allowing the portfolio developer to
  collect and organize portfolio artifacts in many
  media types dynamically (audio, video, graphics,
  text).
• A standards-based portfolio uses a database or
  hypertext links to clearly show the relationship
  between the standards or goals, artifacts and
  reflections.
• Helen C. Barrett, University of Alaska Anchorage
  (1991)

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LITERATURE REVIEW- Methods of Building
ePortfolios

• Common tools approach
• such as word processing, HTML editors, multimedia
  authoring tool
• eg. Powerpoint, Frontpage and Dreamweaver
• Customized systems approach
• involves servers, programming, and databases

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LITERATURE REVIEW- Comparison of advantages and
limitations of the tools
Common tools Customized systems
Economic ? Expensive
Creativity ? Limit on format
No standard With standard ?
IT skills needed Easy to use ?
Hard for manage Easy for manage ?
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LITERATURE REVIEW- Features

• to support the shift of classrooms from
  teacher-centered to a student-centered
• to foster active and constructive learning
• to develop students generic skills
• to give teachers, parents and students
  participate in the assessment process

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LITERATURE REVIEW- Benefit of using Portfolio

• Learning to Learn - The Way Forward in
  Curriculum
• Learning to learn
• The overarching principle is to help students
  learn how to learn.
• Student centre
• A learner-focused approach should be used to make
  decisions in the best interests of students.
• Diversified learning, teaching and assessment
  strategies should be used to suit the different
  needs of students.

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LITERATURE REVIEW- Benefit of using Portfolio

• Learning to Learn - The Way Forward in
  Curriculum
• Authentic Assessment
• Assessment is the practice of collecting evidence
  of student learning. It is an integral part of
  the learning and teaching cycle rather than a
  separate stage at the end of teaching. It helps
  to provide information for both students and
  teachers to improve learning and teaching
  (assessment for learning).

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LITERATURE REVIEW - Pedagogical Benefits

• Student
• Promote reflective self-learning
• Enhance study motivation
• Develop generic skills (eg. creativity, IT
  skills)
• Teacher
• Authentic assessment
• Gather students formative and summative result
• School
• Enrich students record
• Present students success
• A channel that connect school, parents and
  students

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CONCEPTUALFRAMEWORK
Multimedia
Self-management skills
Problem-solving skills
Hyperlinks
Networks
                           
Collection
Critical thinking
Numeric skills
Selection
Connection
Electronic Portfolio
Study skills
Database
Portfolio Process
Collaboration skills
Projection
Reflection
Creativity
Systems
Technology
IT skills
Communication skills
Generic Skills
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METHODOLOGY- Introduction

• Use action research
• Ten secondary-one students are chosen for
  building their ePortfolios in two cycles by using
  customized system
• Data sources used are observations, task
  assignments, and interviews

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METHODOLOGY- Action Research

• In 1996, Ernest Stringer further defined an
  action research as the process of interacting
  spiral. It included looking, thinking, and acting
  as a continually recycling set of activities.
  After the acting process, the research has to
  look and reflect on the outcome. This becomes the
  foundation of the planning process for another
  action cycle.

An Action Research Model by Costello (2003)
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METHODOLOGY- Participants and Setting

• Primary participant a secondary school computer
  teacher
• Secondary participants ten S.1 students
• Setting Computer room with LCD projector,
  scanners, digital cameras and digital video
  recorders .

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METHODOLOGY- Data Sources

• The Structure of Data Sources

Data Collection
Examining
Enquiring
Experiencing
Participant Observation
Task Assignment
Informal Interview
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METHODOLOGY- Design

• Type of portfolio Learning Showcase
• Method Chalk and Wire
• e-Portfolio with Rubric Marker
• (http//www.chalkandwire.com)

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METHODOLOGY- Procedures

• The Tasks Set
• for Assessing
• Students
• Generic Skills
• (Phase 1)

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METHODOLOGY- Procedures

• The Tasks Set
• for Assessing
• Students
• Generic Skills
• (Phase 2)

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DATA ANALYSIS - Task Assignment

• Performance of Students in Completing the Task
  Assignment in Phase 1

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DATA ANALYSIS - Task Assignment

• Performance of Students in Completing the Task
  Assignment in Phase 2

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DATA ANALYSIS- Interviews in Phase 1

• They have learnt lots of technology skills, such
  as using scanner, digital camera, ePortfolio
  platform etc.
• They find that the ePortfolio platform is very
  user-friendly.
• The table of contents in ePortfolio provides a
  well-organized structure of hyperlink.
• They like to upload and download artifacts more
  than to write reflections.
• They seldom write reflection about their
  artifacts.
• They have learnt cooperation through helping each
  other.
• They like to build their ePortfolio and submit it
  through Internet
• They feel excited to share their ePortfolio with
  classmates and gain valuable feedback from
  others.

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DATA ANALYSIS- Interviews in Phase 2

• They have more confidence in using those digital
  devices.
• They can manage the ePortfolio platform
  independently at home.
• They are more willing to write reflections.
• They have learnt cooperation through finding and
  discussing information in small group.
• They like to show their ePortfolio to their
  friends through Internet.
• They feel happy to have valuable feedback from
  friends.

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CONCLUSION

• How can ePortfolios be effective in developing
  students generic skills?
• The characteristics of technology, multimedia,
  hyperlinks, databases, systems, and networks,
  empower the cycle of portfolio development,
  collect, select, reflect, project, and connect,
  so that the advantages of implementing ePortfolio
  can be maximized.

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CONCLUSION

• What kind of generic skills can be developed
  through ePortfolios?

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CONCLUSION

• What are the successful factors for implementing
  such ePortfolios?
• Sufficient hardware provides an environment for
  students to collect and digitize their artifacts
• Strategy or approach makes the ePortfolio more
  meaningful and manageable
• Teacher is the guide, facilitator, assessor, and
  demonstrator in ePortfolio development.
• Suitable software or platform is another critical
  factor
• Outside audience provides an opportunity for
  students to present their ePortfolio and confront
  the comment from different perspective

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CONCLUSION

• What are the pedagogical benefits and limits of
  using ePortfolios?
• Electronic portfolios can be used to develop
  students generic skills, provide opportunity for
  online learning and life long learning, and most
  important, allow student learn his or her
  personality by showing his or her progress and
  work to different audience

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HANDS-ON ACTIVITES

• Platform BroadLearning Education (Asia) Ltd.
• eClass iPortfolio
• http//eclass.ucc.edu.hk
• User name ucc031171
• Password 1234

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ROAD AHEAD

• Forming a team to promote ePortfolio in school
• Developing suitable platform
• Investigating different type of portfolio
• Inviting parents involvement

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CONTACT

• Poon Kwai Choi (???)
• United Christian College (????)
• School Tel [phone]
• Email ucc-pkc_at_hkedcity.net