Transcript Taking their skills with them: Seeking to find out whether eportfolio

Taking their skills with them: seeking to
find out whether ePortfolio skills
transfer from degree programs to the
classroom
Jennifer Munday
Faculty of Education
Overview – from the reviewers
1. Detail about how the system is being used
2. Analysis of the content of the portfolios
3. Self-directed to evidence/content or scaffolded
by templates
4. Skill transfer of graduates to work with children
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Embedded ePortfolios in the Faculty of
Education:
* Undergraduate: B.Ed (EC&Prim)
* Postgraduate: M.Ed
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ePortfolio = complex ‘tools’ to:
* create a plan for self-directed study
* sustain a resume of study, skills and
experience
* collect artefacts, supporting
documentation and reflective
statements
* manipulate the collection
* showcase contents
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Embedded ePortfolio in the M.Ed
* 1st compulsory subject: EER504 Education as a
profession in the 21st century.
* Final compulsory subject: EEB503 Reflecting on
Education as a profession in the 21st century.
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Beginning the ePortfolio in EER504
Your first assignment task is to create an ePortfolio that represents and reflects on
your learning in the first module of the subject and the course, and then provide a
written reflective response discussing your choices and your learning about
the reflective process.
During your study in the MEd you will develop an ePortfolio that represents your learning
across the course. PebblePad is the online tool that is used to manage artefacts that can
be part of an ePortfolio. An ePortfolio can include a range of media and approaches, for
example links, images, text, video, concept maps, and other media.
Throughout the Modules located in Interact, you are asked to complete practical tasks
and relate these to your working/teaching position, and how you see yourself as an
educational professional in the 21st century. In this assignment, you need to present
evidence of your learning in a creative and reflective way. You will create a webfolio
ePortfolio with three items to demonstrate your ideas and learning.
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Finalising the ePortfolio: EEB503
In current teaching practice 'reflection' is highly valued as a process to create change
and continual improvement. This assessment task asks the student to reflect over the
period of the degree program and identify specific milestones of learning. Changes in self
or practice will be related to professional standards for their workplace.
Students will critically asses their personal experiences and learning throughout the
M.Ed in the light of the 'standards' required for their vocational setting. ( For example, the
AITSL national standards for teachers could be appropriate for teachers and principals.)
Within the Modules, students will be guided to read and reflect, and complete focused
reflective tasks to be included in the ePortfolio
Students will reflect on how their experiences and learning have impacted on their
work experiences and personal growth, and critically reflect on how these may shape their
future directions and planning within education and present these in a reflective and
development ePortfolio.
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Example front page:
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Pilot project – M.Ed students:
Data collection:
Graduate interviews
ePortfolios (including
embedded images,
linked photographs and
videos)
Method of analysis:
Qualitative content
analysis of content and
text for “motives, goals,
intentions, or values
(Gray et al, 2007)”
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Coding the data: First cycle – Affective
method: Emotion & Values coding
“Since emotions are a
universal human
experience, our
acknowledgement of them
in our research provides
deep insight into the
participants’ perspectives,
worldviews, and life
conditions. (Saldana, 2009)
“it’s good to have access
and to be able to look at
different things along the
way of challenging how I
think and then I’ve used that
to challenge how other
people think (Graduate
interview, 2013)
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Portfolios:
“for those studies that
explore cultural values,
identity, intrapersonal
and interpersonal
participant experiences
(Saldana,2009)
“…feeling threatened, I
refused to trust them. I
resisted the shift in the
balance of agency and
reverted to teachercentred pedagogy
(Graduate ePortfolio,
2013)”
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As I was analysing:
1. What surprised me?
(Assumptions)
2. What intrigued me?
(Positionality)
3. What disturbed me?
(Tensions)
Attitudes.
Difficulties in expressing
meta-reflection on
design.
Teacher attributes for
transfer of skills
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What’s to come…
Images, videos, podcasts
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And then on to the Undergrad degree
graduates:
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Please contact me for further information:
Contact: Dr Jennifer Munday
[email protected]
Tel: +61 2 6051 9412
Faculty of Education