Transcript DIGITAL PORTFOLIOS AS TOOLS FOR SHARED Phd.Student Mattias Øhra

DIGITAL PORTFOLIOS AS TOOLS FOR SHARED
KNOWLEDGE IN TEACHER EDUCATION IN NORWAY.
Phd.Student
Mattias Øhra
Training for Pre-school Teachers
and General Teachers in Norway
NORWAY
DIGITAL PORTFOLIOS AS TOOLS FOR SHARED
KNOWLEDGE IN TEACHER EDUCATION IN NORWAY.
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Introduction of digital portfolios has
contributed to a change in relation to
traditional assessment.
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Increased focus on assessment as
learning versa assessment of learning
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DIGITAL PORTFOLIOS AS TOOLS FOR SHARED
KNOWLEDGE IN TEACHER EDUCATION IN NORWAY.
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In an escalation of the ICT and New
Learning Processes project (2000-2004),
Vestfold University College has initiated
systematic measures, where technology and
learning processes are placed in a longterm perspective.
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All of the students are integrated into the
new programme.
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St.meld 27 (2000-2001)
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Kvalitetsreform av høyere utdanning
Fokus: Formativ vurdering.
1.
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2.
Departementet mener at jevnlige evalueringer som gir
studentene hyppige tilbakemeldinger om utbyttet av
læringsprosessen, skal inngå i studiene som en del av
undervisningsarbeidet.
Dette vil føre til en jevnere arbeidsfordeling gjennom
studieåret og bidra til å flytte fokuset fra kortsiktig
eksamenslesing på slutten av semesteret og være et uttrykk
for hva studentene har forstått, framfor gjengiving av fastlagt
pensum.
Nye former for evaluering kontinuerlig gjennom studiet og
mindre omfattende avslutningseksamen vil også bidra til at
mindre tid går bort til eksamensperioder, og til en bedre
utnyttelse av studieåret.
Vurderinger underveis i studiet kan organiseres på mange
ulike måter, blant annet gjennom oppgaveinnleveringer,
deleksamener, mappevurdering og annet.
(St.meld 27 (2000-2001):31).
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The Quality Reform
-A Reform in Norwegian Higher Education
2000-2001
Formative assessment in
Higher Education
• The students’ academic performance will be assessed
both through final examinations as well as through
various term assignments.
• To a much greater extent than previously, the
academic courses will now be more structured.
• There will be regular guidance and monitoring of each
student.
• An Individual Study Plan containing both the student’s
and the institution’s mutual commitments, will be
signed by both parties.
• This is to secure that the student receives adequate
guidance, as well as to provide the institution with an
overview to ensure proper use of resources.
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Digital portfolios
• Increased focus on how
ICT can help to improve
the quality of teaching and
learning.
• Better access to learning
materials and the
development of new and
varied learning methods to
stimulate activity,
autonomy and cooperation
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Digital portfolios
• Digital portfolios
can be understood
as cultural tools,
artefacts where
practical tools are
integrated with
human functions.
(Øhra 2004/2004a)
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Portfolio as educational media
• ”Portfolio is a systematic collection of student work
which shows effort, progress and performance in one
or more areas. The collection must include student
involvement regarding content, selection criteria and
evaluation criteria and it must show student selfreflection.
Paulsson, F. L. , Paulsson, P. R. & Meyer, C (1991)
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A model of analyses for portfolio processes in the project ”Alternative assessments
in Teacher education in Norway”.
(Dysthe & Engelsen 2004).
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Learning perspective
To legitimate the use
of ICT in education,
we are forced to
question our basic
understanding of the
nature of knowledge.
1.
The behaviourist
perspective?
2.
The cognitive
perspective?
3.
The sociocultural learnig
perspective?
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Portfolios and collaborative learning
• Student and Teacher roles – Collaboration
• Digital portfolios give us the opportunities to
shift between using technology to support the
individual and using technology to support
relationships.
• Computer Supported Collaborative
Learning (CSCL).
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Collaborative learning
• Systematic Collaborative
Activities
• Construction,
manipulation of material
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Findings:
• A digital portfolio is more than a tool for evaluation and
learning.
 A key aspect of this project is the fact that ICT emerges
just as much as a social measure, as it does a
technological measure.
• A digital portfolio can function as an virtual
infrastructure for formative assessment
• A digital portfolio gives us opportunity to deal with
multimedia texts, linked together by a hyper textual
infrastructure for communication and learning
(Øhra 2004/2004a/2003/2002)
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Findings:
• Digital portfolios have impact on the social and
pedagogical processes in the classroom.
• The students must have knowledge about each others
work through the transparency in their portfolios.
• For the students, this has entailed a more transparent
learning and work situation, where the individuals
become more visible in the community.
• Through work with digital portfolios on the web, the
students have been forced to get accustomed to a
more open and cooperative method of working.
•
(Øhra 2004/2004a/2003/2002)
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Findings:
• The infrastructure of digital portfolio give possibilities
of collaborative learning and collective products and
processes.
• Students must be trained in self-assessment and peer
assessment.
• The assessments criteria must be clearly
communicated to the students. Students should also
be participating in making these criteria.
• The project maintains the hypothesis that ICT is a
means of creating a social learning community and
that the technology has the ability to "trigger"
relational learning arenas.
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(Øhra 2004/2004a/2003/2002)
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Portfolios have two levels:
Presentation portfolio
Presentasjonsmappe
Eksempel
Arbeidsmappe
Martin
Espen
Ida
Hanne
Victoria
Mappeeksempler
Kristins mappe
Borrevann
Karmakongen
Studentarkiv
Working portfolio
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References:
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Dysthe, O. and Engelsen, K.S (2004) Portfolios and assessments in teacher
education in Norway: a theory-based discussion of different models in two
sites. Assessment & Evaluation in Higher Education. Vol. 29, 2, April 2004
Paulsson, F. L. , Paulsson, P. R. & Meyer, C (1991) What makes a portfolio a
portfolio? Educational Leadership 48, 5. 60-63.
St.meld 27 (2000-2001):31.
Øhra.M. 2004: Kunnskapsdeling ved bruk av digitale mapper. I IKT og nye
læreprosesser (red. Hildegunn Otnes) . En artikkelsamling basert på
erfaringer fra et prosjekt ved avdeling for lærerutdanning. Tønsberg,
Høgskolen i Vestfold, 2004. Notat 2 / 2004
Øhra. M. 2004a: Evaluering og rapporter fra prosjektet IKT og nye
læreprosesser fra 1999 – 2003. Webportal for dokumentasjon av prosjektet
IKT og nye læreprosesser. http://wwwlu.hive.no/pedagogikk/IKT%20Evaluering/IKTevaluering.htm
Øhra.M. 2003: Avsluttende rapport fra prosjektet "IKT og nye læreprosesser"
ved Høgskolen i Vestfold . Høgskolen i Vestfold Avdeling for lærerutdanning.
Øhra: 2002 . Program for LærerUtdanning, Teknologi og Omstilling ( PLUTO).
Rapport . Prosjektet IKT og nye Læreprosesser. Høgskolen i Vestfold. Avdeling
for Lærerutdanning
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Educational media
http://hovic.stud.hive.no/
http://www-lu.hive.no/media/studentarkiv/idajoha/
http://fraleks.stud.hive.no/
http://earth.google.com/
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