Quality Learning and Teaching w ith the use of Information Tech nology in Primary and Secondary School s Session 1: Electronic Portfolio 電電電電電電 Poon Kwai Choi (United Christian College) The Centre for Information Technology in Educati on (CITE)
Jan 14, 2016
Quality Learning and Teaching with the use of Information Technology
in Primary and Secondary Schools
Session 1: Electronic Portfolio電子學習檔案
Poon Kwai Choi (United Christian College)The Centre for Information Technology in Educ
ation (CITE)
Aims
The course aims at introducing the uses of electronic portfolio to facilitate quality learning and teaching as well as the concepts of knowledge building and IT tools for establishing knowledge building culture in schools.
Session 2
Session 1
Certificate of Attendance Attendance Assignment
(Teacher participants are required to submit an assignment after the end of the course in three weeks’ time
Participants have to work individually or in group, to design a plan which involves the aid of electronic portfolio (can be subject-specific or cross-curricular; can be either an extended project or a small-scale activity)
Content – first half Introduction of learning portfolios Reason for implementing learning
portfolios in schools Role of learning portfolios in education Introduction to electronic portfolio and its
characteristics How electronic portfolio enhance quality
learning Examples from worldwide
Break
Content – second half Stages of electronic portfolio development Levels of electronic portfolio development
and implementation Tools for developing electronic portfolios Comparison of advantages and limitations
of the tools Consideration and suggestion for
implementing electronic portfolio in school Summary and homework guidelines
Warm Up
What characterises the condition of worldwide
public education today?
Warm Up
Reform
Integrating ICT into Education
Warm Up
Example 1996, USA, Information Super
Highway (Similar action has been taken in Denmark, Japan, Finland, The Netherlands, Portugal and Spain)
1997, Singapore, ‘Thinking Schools’ 1998, HKSAR, IT for Learning 5-year Str
ategy 2004, HKSAR, Empowering Learning and
Teaching with Information Technology
Warm Up
Why? Globalization of the economy / enhance
our competitiveness Knowledge is increasingly seen as a prim
ary business asset and KM (Knowledge Management) is a key differentiator between competitors
New levels of social interaction Paradigm Shift in education
Warm Up
Old Paradigm New Paradigm
Teacher-center Student-center
Subject-based Cross-subject
Knowledge Knowledge management
Exam oriented Performance Assessment
School / Classroom Anytime, Anywhere
Introduction of learning portfolios What are learning portfolios?
A Learning 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)
Introduction of learning portfolios
What are learning portfolios? In 1990’s, 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.
Introduction of learning portfolios
Types of portfolios Formative (eg. Draft, Showcase) Summative (eg. Project-based, Report)
Learning Process
Formative Portfolio
Summative Portfolio
Introduction of learning portfolios
Framework for the portfolio development process: Collection Selection Reflection Projection Presentation
(Danielsen & Abrytyn, 1997; Barrett, 2000)
Why implementing learning portfolios in schools? “Learning to Learn - The Way Forward in Curr
iculum” 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.
Why implementing learning portfolios in schools?
“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).
Role of learning portfolios in education
How do learning portfolios bring curriculum, instruction and assessment together? Portfolio development is a powerful
assessment tool Portfolio development become a
learning process
Why using electronic?
Digital Landscape in 21st Century Everything is in digital Multimedia presentation is fun Digital storage is easy to manage
Introduction of electronic portfolios Helen C. Barrett, University of Alaska Anchorage (1991)
many documents are initially created with a computer
Hypertext links allow clear connections between standards and portfolio artifacts
Creating an electronic portfolio can develop skills in using multimedia technologies
If teachers develop electronic teaching portfolios, their students will be more likely to have their own electronic portfolios
It's fun and easier to manage the process, especially storage and presentation
Introduction of electronic portfolios
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 (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.
Characteristics of electronic portfolios
Electronic Portfolio
Multimedia
Network Hyperlink
Database
System
How electronic portfolio enhance quality learning 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
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
Examples from worldwide
Nogales High School (Arizona)http://www.nusd.k12.az.us/nhs/seniorproject/digital.portfolios/ramon.salazar/page1.htm
Examples from worldwide
LaGuardia Community Collegehttp://www.eportfolio.lagcc.cuny.edu/lagcc_student_eport.html
Examples from worldwide
Southern Utah Universityhttp://dagwood.dgrc.crc.ca/eportfolio/portfolio//851//10214235711049.html
Examples from worldwide
Penn State Universityhttp://www.portfolio.psu.edu/gallery/index.shtml
Examples from worldwide
台灣明道中學http://md102.mingdao.edu.tw/rd/learn/s1.doc http://md102.mingdao.edu.tw/rd/learn/s2.dochttp://md102.mingdao.edu.tw/rd/learn/s4.dochttp://md102.mingdao.edu.tw/rd/learn/s5.doc
Examples from Hong Kong
United Christian Collegehttp://dagwood.dgrc.crc.ca/epgroup/ucc/portfolio//16//109030773039.html http://dagwood.dgrc.crc.ca/epgroup/ucc/portfolio//24//109030724041.html
Examples from Hong Kong
Fung Kai Primary Schoolhttp://fkpsam.fungkai.edu.hk/mainframe/pl_web/PLFRAME.htm
Discussion
What are common in those examples?
What are different in those examples?
Link shortcut:
http://www.hkedcity.net/ihouse/ucc-pkc/link.htm
Homework guidelines
Participants have to work individually or in group, to design a plan which involves the aid of electronic portfolio (can be subject-specific or cross-curricular; can be either an extended project or a small-scale activity)
Plan
Defining the portfolio purpose Identify the content of portfolio items What reflection should be recorded How to organize and link the digital ar
tifacts How to present the portfolio before a
n audience
Break(15 minutes)
Stages of electronic portfolio development Stage 1: Defining the Portfolio Context
Identify the purpose of the portfolio(eg. Assessment, Generic skills, Career…)
Identify the learner outcome goals(eg. Showcase, report, certification…)
Identify the resources available for electronic portfolio development(eg. Manpower, hardware…)
Identify the audience for the portfolio(eg. Students-by class/subject, teachers, parents, boss…)
Stages of electronic portfolio development
Stage 2: The Working Portfolio Identify the content of portfolio items and the ty
pe of evidence to be collected(eg. Project, writing, CV…)
Select the software development tools most appropriate for the portfolio context and the resources available.
Identify the storage and presentation medium most appropriate for the situation
Gather the multimedia materials that represent a learner's achievement
Stages of electronic portfolio development
Stage 3: The Reflective Portfolio Record self-reflection on work and achiev
ement of goals(eg. 5W - What, When, Where, Why, How, Satisfation)
Record feedback on work and achievement of goals(eg. Feeling, comment, improvement)
Stages of electronic portfolio development
Stage 4: The Connected Portfolio Organize the digital artifacts Identify patterns through the "linking"
process Final review of the portfolio and goals Match the portfolios with Standard /
Rubric
Stages of electronic portfolio development
Stage 5: The Presentation Portfolio Record the portfolio to an appropriate
presentation and storage medium Present the portfolio before an
audience Evaluate the portfolio's effectiveness
in light of its purpose and the assessment context
Levels of electronic portfolio development and implementation
Level 1: Text only Level 2a: with Graphics Level 2b: with Audio and Video Level 3: with Navigational links Level 4: with WWW links Level 5: with interactive
multimedia
Tools for developing electronic portfolios
Common tools e.g. Powerpoint, Frontpage and Dreamw
eaver
Customized systems Eg. Chalk and Wire “Electronic Portfolio
”
Example of Customized Systems Eg. www.chalkandwire.com
Comparison of advantages and limitations of the tools
Common tools Customized systems
No standard With standard
Economic Expensive
Creativity Limit on format
IT skills needed Easy to use
Hard for assess Easy for assess
Assessment Rubric for electronic portfolio
Electronic Student Portfolios, Linda E. Ash, P. 69
Consideration and suggestion for implementing electronic portfolio in school
Purpose Target Tools Storage Budget
Reference
Dr. Helen Barrett’s Electronic Portfoliohttp://electronicportfolios.com
Apple Expert Profiles http://ali.apple.com/ali_sites/ali/exhibits/1000156
The Web Portfolio Guidehttp://www.ablongman.com/kimball
Homework guidelines
Participants have to work individually or in group, to design a plan which involves the aid of electronic portfolio (can be subject-specific or cross-curricular; can be either an extended project or a small-scale activity)
Plan
Defining the portfolio purpose Identify the content of portfolio items What reflection should be recorded How to organize and link the digital ar
tifacts How to present the portfolio before a
n audience
Contact
Poon Kwai Choi ( 潘貴才 ) United Christian College (THT)
( 匯基書院 ( 大坑東 )) School Tel: 2777 8344 Email: [email protected]