THE APPLICATION OF EPORTFOLIO IN HIGHER EDUCATION: IMPLICATIONS ON STUDENTS’ LEARNING Andrea Ximena Castaño Sánchez Advisor: Ángel Pío González Soto 2014 Department of Pedagogy
Nov 03, 2014
THE APPLICATION OF EPORTFOLIO IN HIGHER EDUCATION: IMPLICATIONS ON STUDENTS’ LEARNING
Andrea Ximena Castaño SánchezAdvisor:
Ángel Pío González Soto
2014
Department of Pedagogy
Introduction
Conclusions Limitations – FutureResults
Objectives Methodology
Studies
Theoretical Background
Introduction
Conclusions Limitations – FutureResults
Objectives Methodology
Studies
Theoretical Background
General Objective
To analyze characteristics of students’ learning using eportfolio and the conditions of eportfolio integration in classroom settings, in order to allow students easily integrate digital resources to enhance learning.
Introduction
Conclusions Limitations – FutureResults
Objectives Methodology
Studies
Theoretical Background
• To identify characteristics of eportfolio used by students in order to integrate them in their learning activities.
• To identify factors related with eportfolio application and student’s characteristics that can support or hinder students’ learning.
• To analyze students’ approaches to learning and students regulation of learning in digital learning environments supported with eportfolios.
Specific objectives
Introduction
Conclusions Limitations – FutureResults
Objectives MethodologyTheoretical Background
Studies
Introduction
Conclusions Limitations – FutureResults
Objectives MethodologyTheoretical Background
Studies
Models and strategies
Three steps of eportfolio development
Model of Reflection on eportfolios
Ten ways reflections transform artifacts into evidence
Sutdy of a pproaches to learning and the model of self-regulation of learning
Principles of eportfolio implementation JISC
Introduction
Conclusions Limitations – FutureResults
Objectives MethodologyTheoretical Background
Studies
Goal setting
statements
Reflective Statement
Caption Statements
Authentic Assessment
Model of reflection
Johnson et al. (2006)
Introduction
Conclusions Limitations – FutureResults
Objectives MethodologyTheoretical Background
Studies
"The heart of teaching and learning is at the process level, where activities aimed at learning, or not produce the desired objectives" (Biggs et al., 2003, 4)
Students’ approaches to learning
Introduction
Conclusions Limitations – FutureResults
Objectives MethodologyTheoretical Background
Studies
Self-regulated learning
Abrami et al. (2008)
Introduction
Conclusions Limitations – FutureResults
Objectives MethodologyTheoretical Background
Studies
ePortfolio and PLE
Introduction
Conclusions Limitations – FutureResults
Objectives MethodologyTheoretical Background
Studies
Peña (2010)
Evidences
Artefact ReflectionValidation(feedback)
Evidencia
Barrett (2005, 7)
Introduction
Conclusions Limitations – FutureResults
Objectives MethodologyTheoretical Background
Studies
• Communication• Collaboration• Feedback• Reflection
Learning Objectives
• Experiential based Learning
• Inquiry based learning
Pedagogy• Digital Personal
Learning Environments
• Eportfolio Mahara
Technology
Pedagogy before technology
Introduction
Conclusions Limitations – FutureResults
Objectives MethodologyTheoretical Background
Studies
• Research perspective: • Interpretive . constructivist• Empirical - analytic
• Data Collection and Data analysis • Qualitative• Quantitative• Mix Methods
• ReliabilityTest of normality Kolmogorov-SmirnovSuitability of Factorial Analysis
Chronbach’s alpha
Pair coding
Validated questionnaires
• Instruments:Questionnaires -
Data Collection and Data analysis
• Interviews• ePortfolio content analysis
• Integrated Revised Two Factor Study (RSPQ-2F);
• Assessment Experience Questionnaire(AEQ) (Gibbs and Simpson, 2003)
• Students Learning Strategies Questionnaire (SLSQ) (Abrami & Aslan, 2007)
Introduction
Conclusions Limitations – FutureResults
Objectives MethodologyTheoretical Background
Studies
Design course integration
Fink (2009)
Introduction
Conclusions Limitations – FutureResults
Objectives MethodologyTheoretical Background
Studies
(Fisher et al., 2011
Introduction
Conclusions Limitations – FutureResults
Objectives MethodologyTheoretical Background
Studies
Plannning process eportfolio integration
How ePortfolio Mahara can be integrated into the classroom
settings?
Mahara eportfolio system
Introduction
Conclusions Limitations – FutureResults
Objectives MethodologyTheoretical Background
Studies
Session 1
• Introduction• Explanation and agreement on rubric • Pedagogical and technical guidelines
Session 2
• Pedagogical and technical guidelines • Integration with Web 2.0 tools• Reflective process• Professional identity construction
Session 3
• Conceptual Reflection Process• Presentation of the working ePortfolios to an audience
Across the course
• Reflection and recording evidence of individual work and team work• Continuous Feedback
Session 5
• Self-Assessment using the rubric• Complete eportfolio activities required for the course
Session 6
• Assessment ePortfolios• Final feedback from teachers and suggestions on the ePortfolios by students.
• Students teachers at Rovira i Virgili University
Using an eportfolio Mahara system settled up for the research at FORTE group www.epitome-dpedago.urv.cat/mahara– Students Master Erasmus Mundusfor Teacher Training
Using institutional eportfolio Mahara http://portafolis.urv.cat/– Students of Pedagogy Fourth Year– Student of Nursing Second Year– Students of Child Education Fourth year
Context
Introduction
Conclusions Limitations – FutureResults
Objectives MethodologyTheoretical Background
Studies
• 1. How students’ perceive eportfolio• 2. How students make use of eportfolio towards personal
learning environments
Base study integration of eportfolios on teaching
and learning
• How the encouraging/discouraging factors of time demand and student effort , feedback and assessment (eportfolio/traditional) relate with students’ approaches to learning?
• How eportfolio assessment has influenced students’ approaches to learning and traditional assessment?
Relationships of conventional assessment
and eportfolio assessment and students’
approaches to learning
• What are the possible correlations among the student’ self-regulated skills and students’ approaches to learning and perception of eportfolio learning and evaluation
• How the students’ approaches to learning are influenced by the eportfolio course design?
• How the individual characteristics of students regarding self-regulated learning are being affected by the intervention in the design of learning with eportfolio?
Self-regulated learning and eportfolio integration with pre-service teachers
in Child Education.
• Students’ PLEs
• Students’ self-regulated skills
• Students’ approaches to learning
• Students’ reflection through eportfolio
How students’ perceive
eportfolio?
How eportfolio assessment has
influenced students’
approaches to learning and traditional
assessment?
How studdents make use of
Web 2.0 tools through
eportfolios?
How students self-regulated learning skills are managed
through eportfolios?
Research questions
Introduction
Conclusions Limitations – FutureResults
Objectives MethodologyTheoretical Background
Studies
Introduction
Conclusions Limitations – FutureResults
Objectives Methodology
Studies
Theoretical Background
Base study
Learner Characteris
tics towards
eportfolio use
Approaches to
LearningCuasi-experimental study I
Self-gulated learning
Use of Social Web
towards PLE - EP
Cuasi-experimental study II
Introduction
Conclusions Limitations – FutureResults
Objectives Methodology
Studies
Theoretical Background
Conditions for
eportfolio integration
Initial Training
Alignment with
learning outcomes
Guidlelines through a
rubric
Feedback (Conversati
onal Learning)
Alignment with learning
activities
Platform functionalities
- privacy publication
Formative Assessment
Reflection
Introduction
Results
Objectives MethodologyTheoretical Background
Studies Conclusions Limitations – Future
1. Students’ use of eportfolio
Introduction
Results
Objectives MethodologyTheoretical Background
Studies Conclusions Limitations – Future
2. Students’ use of Social Web Tools interacting with eportfolio
Introduction
Results
Objectives MethodologyTheoretical Background
Studies Conclusions Limitations – Future
• Students from pedagogy experienced the eportfolio activities more meaningful (M=3.7, SE=.47) than students from Nursing (M=3.2, SE=.37). t(47.36) = 4.06 (p < .01)
All Cronbach’s α = .78 (1) indicated a good overall reliability of the integrated questionnaire R-SPQ-2F. And (2) AEQ and R-SPQ-2F – AEQ - SLSQ Deep study approach (.76) and surface study approach (.75)
Positive association among deep study approach and distribution of effort, quality of feedback, the use of feedback and traditional assessment
Introduction
Results
Objectives MethodologyTheoretical Background
Studies Conclusions Limitations – Future
Experience with eportfolio as learning and assessment evoke learning oriented towards a more deep approach.
Positive association among the changes in students’ approaches to learning, their self-regulated learning strategies and the eportfolio learning
• Changes in deep approaches to learning and the learning eportfolio (r = .27, p < .005).
• Changes in self-regulated learning forethought and changes with learning eportfolio (r = .40, p < .001).
• Forethought SRL skill and Performance SRL skill (r = .56, p < .001).
• Both factors are negative correlated to changes in surface approaches to learning (r = -.26, p < .001).
• Mean change from pre-test (M = 2.95, SD = .51) to post-test (M = 3.22, SD = .48) during students experience with eportfolios, t(79)=-4.63, p = 0.00, d = 0.46
Introduction
Results
Objectives MethodologyTheoretical Background
Studies Conclusions Limitations – Future
Perceptions of students’ with deep approaches to learning
Quality of the feedback and the use student give to feedback are the most positive perceived aspects of the assessment practice.
Implications on feedback: a good quality of feedback can overcome the quantity of feedback.
Students perceive the amount and distribution of effort and the quantity of feedback as the least positive aspect of the assessment practice.
Introduction
Results
Objectives MethodologyTheoretical Background
Studies Conclusions Limitations – Future
Introduction
Results
Objectives MethodologyTheoretical Background
Deep approach to
learning
Self-regulated learning fore-
thought
Self-regulated learning
Performance
Self-regulated learning
reflection
Learning through
eportfolio
CategorySubcategory
Students’ approaches to learningDeep Learning
Surface Learning
Self-regulated learning
1-Task Interest
1-Strategic Planning
2-Task strategies
2-Self-recording
3-Affect
3-Expectations
ePortfolio learning Practice
Usefulness
Timing
Teaching Practice Applicability
Sciences teaching
Studies Conclusions Limitations – Future
Introduction
Results
Objectives MethodologyTheoretical Background
Studies Conclusions Limitations – Future
• ePortfolio design integration is a strong influence to enhance students’ learning
• Implications for educational designers
• Characteristics of the learning environment: feedback, type of assessment, distribution of effort on eportfolio activities has a direct effect on students’ deep approaches to learning.
• Implications for integration of emergent technologies and emergent pedagogies
Students initial training on eportfolios and Web 2.0 tools has a positive effect on eportfolio development
Implications for educational designers on development of students’ digital identity and professional development
Introduction
Results
Objectives MethodologyTheoretical Background
Studies Limitations – FutureConclusions
Introduction
Conclusions Limitations – FutureResults
Objectives MethodologyTheoretical Background
Studies
Students with a tendency to deep study approaches, value the quality of feedback, the use of feedback but not favored the quantity of time use in feedback.
Students with a tendency to surface study approaches still see traditional assessment as time consuming. They distribute effort on assessment activities that can give them good grades, including eportfolio activities
It emerged students reflection towards teaching practice, reflections on the applicability of the concepts and tools and over their practice as science teachers.
Those students who adopted a deep approach to Learning perceive making eportfolio as estimulating their thinking as requiring a deep understanding of the learning materials.
Students acting on feedback and teachers encouranging students to make explicit how they used feedback to reorient their reflections or adding value to the process.
More quality of assessment with ePortfolios.
Better strategies to involved Teachers and Tutors in ePortfolio integration.
The rubric should have detailed criteria combined with rating scales and a detailed guideline for the e-portfolio design.
Introduction
Conclusions Limitations – FutureResults
Objectives MethodologyTheoretical Background
Studies
• Limitations • Relative small size samples• Focus mainly students
• Future research • The study of eportfolios in more depth towards personalized
learning, adaptive learning, open learning• Use of open educational resources OER• Open badges (New system of recognition of formal and
informal learning)• Studies on learning in diverse contexts
Introduction
Conclusions Limitations – FutureResults
Objectives MethodologyTheoretical Background
Studies
THE APPLICATION OF EPORTFOLIO IN HIGHER EDUCATION: IMPLICATIONS ON STUDENTS’ LEARNING
Andrea Ximena Castaño SánchezAdvisor:
Ángel Pío González Soto
2014
Department of Pedagogy