MOSEP - More Self-Esteem with my E-Portfolio Development of a train-the-trainer course for e-portfolio tutors a Leonardo da Vinci Project Wolf Hilzensauer Salzburg Research Forschungsgesellschaft m.b.H
MOSEP - More Self-Esteem with my E-Portfolio
Development of a train-the-trainer course for e-portfolio tutors a Leonardo da Vinci Project
Wolf HilzensauerSalzburg Research Forschungsgesellschaft m.b.H
The Problem: Drop-outs!
Benchmark 2010
“By 2010 only 15 % of newly created jobs will be for people with basic schooling, whereas 50% will require highly skilled workers”. (EU Commission, 2005)
“Half the EU workforce (some 100 million people) require upskilling, a gap that cannot be closed through classroom instruction alone, but will require e-learning scenarios”.
(Urdan et al, 2005)
Requirement: Upskilling!
“Every act of conscious learning requires the willingness to suffer an injury to one’s self-esteem. That is why young children, before they are aware of their own self-importance, learn so easily.”
Thomas Szasz
MOSEP - Details
ι 10 parters from 7 EU-countries:
Austria Germany
France United Kingdom
Lithuania Poland
Bulgaria
ι Duration: 2 years (August 2006 – July 2008)
ι Funding Programme: Leonardo da Vinci(Pilot Projekts – A/06/B/F/PP – 158.301)
ι Website: http://www.mosep.org
MOSEP - Aims
ι The age group of 14-16-year-olds will be familiarised with e-portfolio as a method for self directed and life-long learning.
ι Teachers will be traines to support young learners to identify and reflect on their strengths and improvement areas
ι to better develop their skills and competences
ι to improve their self-presentation skills
ι to become aware of their potentials and in this way foster their self-esteem
ι to continue their school careers or vocational trainings
7 e-portfolio processes (G.Attwell 2007)
ι Recognising Learning Learners frequently lack the skills to recognise their own learning, especially ongoing learning that does not necessarily lead to formal outcomes.
ι Recording Learning What should be recorded in a portfolio?
ι Reflecting on learning Giving meaning to the learning by reflecting on a meta-level
ι Validating learning Validating is the process of proving that learning has taken place, including the abilities and competencies identified and recorded.
7 e-portfolio processes (G.Attwell 2007)
ι Presenting learning Presenting offers an opportunity to select artefacts from the portfolio to tell a story or make a point.
ι Planning learning Planning is a structured form of reflection – looking back and looking forward. What have I achieved and what do I want to achieve?
ι Assessing learning Assessing is an external process, not within the control of the learner. Assessing is external judgement of the value of a set of artefacts presented by the learner.
Skills, needed by learners
ι Forming an opinion
ι Expressing an opinion
ι Articulating an opinion
ι Justifying an opinion
ι Defending an opinion
ι Supporting opinions of others
ι Challenging others’ opinions
ι Questioning others
ι Seeking clarification
ι Representing others’ opinions
ι Building on others’ opinions
ι Sorting fact from opinion
Skills, needed by eP tutors
| Play – the capacity to experiment with one’s surroundings
| Performance – the ability to adopt alternative identities
| Simulation – the ability to interpret and construct dynamic models of real-world
| Appropriation – the ability to meaningfully sample and remix media content.
| Multitasking – the ability to scan one’s environment and shift focus
Distributed Cognition – the ability to interact meaningfully with tools
| Collective Intelligence – the ability to pool knowledge and compare notes
| Judgment – the ability to evaluate the reliability and credibility of sources.
| Transmedia Navigation – the ability to follow the flow of stories and information
| Networking – the ability to search for, synthesize, and disseminate information.
| Negotiation – the ability to travel across diverse communities
Teachers should be able to ..
| articulate the difference between assessment OF learning and FOR learning;
| implement classroom-based assessment FOR learning strategies;
| provide specific and detailed feedback to learners about their learning;
| support student reflection through modelling and research-based practices;
| create an environment that facilitates students’ deep learning.
MOSEP – didactical approach
ι Materials are delivered as a „buffet of resources“ rather than a „ready-to-serve meal“ (using a Wiki)
ι Materials are software- and platform independent, focusing on the didactical method and consulting process
ι Materials are self-explanatory and fit for different target groups and sectors
ι Materials are available online (www.mosep.org) or offline (on a DVD).
ι Support by using multimedia material (video)
Structure of the course
MOSEP Wiki: wiki.mosep.org
MOSEP - Outcomes
ι MOSEP Study – Grab your future with an e-portfolio
ι MOSEP course for teachers, trainers and vocational counsellors freely accessible http://wiki.mosep.org
ι MOSEP Toolbox: flyer, poster, video, ...
ι MOSEP pilot testing and evaluation of the training course
ι 4th EduMedia conference: Salzburg June 2008
ι Dissemination of project results
MOSEP Evaluation
ι Design:
- Pre-test (sample: 25 )
- Main test (sample: 80)
- Focus group interviews (testing groups)
- Refinementcycle
- Improvements Wiki content tightened & streamlined
Navigation improved
MOSEP Mahara: bugs fixed
MOSEP wiki course: trainer instructions compiled
Some results ... Overall impression of the course 78,7% (excellent/good)
Module structure is clear 48,5% (strongly agree/agree)
Course modules comprehensible: 54,5% (strongly agree/agree)
Course wiki is excellent tool for
course delivery 51,5% (strongly agree/agree)
Course wiki is informative 54,5% (strongly agree/agree)
Course is appropriate for target
Audience (teachers & counsellors) 66,7% (strongly agree/agree)
My students/clients find it easy to
work with the MOSEP-Wiki 36,4% (strongly agree/agree)
The MOSEP-course helps my students/
clients to reflect on their learning 42,5% (strongly agree/agree)
and achievement
MOSEP Toolbox:http://www.mosep.org
Contact:
Wolf HilzensauerSalzburg Research ForschungsgesellschaftJakob Haringer Str. 55020 Salzburg / Austria
[email protected]://www.salzburgresearch.athttp://www.mosep.org