Transcript Evolving methods and media for building communities of
A Case Study
Evolving methods and media for building communities of practice with electronic portfolios
Desmond Rodney Florida Atlantic University
Agenda
Introduction – Rationale Theoretical Framework What is a Community of Practice (CoP) Recent studies in TE about CoP Eportfolios & CoP •Methodology •Coding framework •Coding items •Findings •Trends •Key Questions
Desmond Rodney, FAU, 2005
Introduction - Rationale
Accountability
Accreditation bodies e.g. NCATE recognize portfolios as authentic assessment Wright & Wilson, 2005). tools for teachers (Read & Cafolla 1999, NCATE, 2002;
Research
New teacher’s feel unprepared technology (Doering, Hughes, & Huffman, 2003; USDOEOET, 2004) to integrate
Professional Development
Education technology standards e.g. NETS are indicators of involvement in technology integration as a
community of practice
.
Desmond Rodney, FAU, 2005
Theoretical Framework
eportfolios as they have evolved in the department of IT & R at FAU are based on the
social constructivist
paradigm of providing “cognitive apprenticeships” (Read and Cafolla, 1999; Rodney et al, 2001). Premise of cognitive apprenticeships suggests that new knowledge exists within the setting in which such knowledge occurs (Lave, 1988). To be effective integrators teachers must become participants in a community of practice in which it occurs.
Desmond Rodney, FAU, 2005
What is a CoP?
A CoP is defined primarily as
“ a sustained social network of individuals who share a common set of core values and knowledge”
(Hung et al, 2005). A spatial location for implementing cognitive apprenticeships.
Desmond Rodney, FAU, 2005
Recent studies in TE on CoP
Sutherland et al (2005) examined teacher education and university partnerships within the context of CoP. Reid-Griffin et al (2004), examined CoP as a tool for dealing with increased work intensification and collaboration in higher education environments. Hung et al (2005) examined instructional sequencing and scaffolding as elements of learning within CoPs. The role of Computer Medicated Communications (CMC) in the development of “virtual” CoP for in-tern teachers (Hough & Evertson, 2004).
Desmond Rodney, FAU, 2005
Recent studies in TE about CoP
Gaps
Not much on how CoP help teachers become better integrators of technology Not much on how the development of eportfolios help teachers become better technology integrators.
Desmond Rodney, FAU, 2005
Research on eportfolios and CoP
Emerging
Focuses largely on eportfolios as tools of authentic assessment.
Should also focus on:
competencies which novice portfolio developers need to activate “professional growth and achieved competence” (Campbell et al. p.3, ) eportfolio development as an effective framework for helping teachers become better integrators of technology.
Desmond Rodney, FAU, 2005
Methodology
100 eportfolios selected from two undergraduate courses taught by the investigator. Courses targeted towards preservice teachers or in-service teachers seeking State certification Course curriculum standardized around text, syllabus, content and concepts. Is therefore typical of portfolios of other instructors.
Desmond Rodney, FAU, 2005
Methodology
eportfolios created between 2002 and 2005 investigator-designed coding scheme based on Barrett’s framework.
examined constructs that foster apprenticeships that lead to legitimate peripheral participation in the technology integration CoP.
Desmond Rodney, FAU, 2005
Coding Framework
Barrett (2000) derived framework for developing and assessing eportfolios. This framework was “derived from two bodies of literature: portfolio development in K-12 education and the multimedia or instructional design process” (Barrett 2000). Planning Evaluate/Revise
Desmond Rodney, FAU, 2005
Designing Implementing
Coding Framework
This framework identified a five stage process for portfolio development, these stages include:
1. Identify
portfolio the rationale for and goals of the
2. Determine & utilize
portfolio artifacts software tools to amass
3. Identity and select
reflective portfolio artifacts for moving to a
4. Assemble and hyperlink
artifacts
5. Record
the portfolio to a storage medium and
present
in a public forum
Desmond Rodney, FAU, 2005
Some Coding Scheme Items
Year eportfolio was made Development rationale & objectives Software applications Responsibility for artifact inclusion Complexity & type of portfolio artifacts Publishing/delivery & storage medium
Desmond Rodney, FAU, 2005
Findings
Helped students learn and integrate diverse software types into their range of skills Some software tools resulted in portfolios that are consistent creating reflective portfolios Explicitly stated rationales and or defined applications of professional standards were more organized/navigable Provided space for learners to infuse their personal and cultural experiences into their educational experience
Desmond Rodney, FAU, 2005
Findings - Challenges
Unclear rationale for eportfolio use Complex ity of design applications Limitations of localized storage & delivery media Non-accessibility for simultaneous shared, iterative assessment Availability to wide audiences while maintaining creator privacy.
Desmond Rodney, FAU, 2005
Trends in Eportfolios (When to use)
Growing: In contexts that reflect diversity in the local student population. Through the ubiquity of, OpenSource, inexpensive or easily available software & hardware Is a practical tool that engenders cognitive apprenticeship experiences for students. Is a specific tool that responds to standards in relation to accountability processes now apparent in US education.
Desmond Rodney, FAU, 2005
Key Rising Questions
1. Hardware interoperability How do we select creation & delivery systems for eportfolios in an environment of multiple divergent technologies?
WWW – Dept/College Blackboard – University/School district Content management – University Network drives - University
Desmond Rodney, FAU, 2005
Key Rising Questions
2. Study on eportfolio & student learning In what ways can student eportfolios be used to support learning & assessment in a standards based “high stakes” environment?
Knowledge, skills, attitudes & teacher role School Based Assessment e.g. CXC [ go ] School Based Portfolios e.g. eVIVA [ go ] Open Source Portfolio e.g. OSPI [ go ]
Desmond Rodney, FAU, 2005
End
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Desmond Rodney, FAU, 2005