Social apprenticeship, In dialogue with, E.g. teacher students going to first placement (for social apprenticeship), having only cognitive apprenticeship at that point), Result is the cognitive understanding develops based on social apprenticeship
Results in, Connection making across programs, units, disciplines, concepts, Meaning making, Good students do this anyway, struggling students less so
A way to communicate soft skills - e.g. showing how past experience of rebuilding a car shows dedictation and attention to detail.
Showing how understanding of a concept develops over time.
Encourages Matrix thnking, take one piece of work and see it in teo contexts, analysis and synthesis. One work serving two purposes. A career model can invite students to do the same thing.
Grades dont show what students can do
Employers dont trust the grades
Employers come to interview students with more interest in their portfolio than their gpa, grades etc., Employers want to see students social apprenticeship - eg writing a press release for a real author in new york outside university course.
Cocurriculara, extracurricular,, whole picture, Because students document what they do outside of the university., Students create different portfolios for different audiencrs and purposes with different access.
Is wjat an eportfolio is
Correlate to high impact practices - eg practices of high performing students
Eportfolios facilitate link making - how the human brain works. - experts have menal maps the novices do not have. Discern patterns, draw conclusions, what to look for. Supports learning theories.
Helps stude ts to see beyond bnoundaries, make predictions.
Reflection can be visual, written, audio, video, etc.
Eportfolios are a place of meaning making.
Scoring guides have been developed
New undergraduate admission system asks students to demonstrate, Leadership, comunity service, goals, knowledge in a field, ethics, integrity, Number of admittance and quailty of color students increased, Exactly what students are using portfolios for e.g. demonstration of soft skills.
Moved into oral, visual reflections
Reflective thinking can help students make connections, show attributes aka generic skills et
Issues around reflection, Pop into assessme t and dont tea h studentx how to do ot, Say reflection is important ina course but dont embed how to do it., Put in as a soft assessment for students - how do yuou mark them down for what so eone thinks, Students dont know what to do with it, Reflective journal a very common kind of reflective activity - easy to grab on to, commonly understood.
Need academic of professional reflection, How to move students from recall (what happened) - the lowest level (but critical skill - what to choose to talk about). 4rs model of reflective thinking., Recall/reporting - what happened (skill in itself and foundational to upper levels), Relating - bring in self. Whats their place in the story/discipline., Reasoning - draw on literature, what did i do, what could i have done., Reconstructing - moving forward - practice changes - what changes, why?, 4Rs - This is the common element among the different approaches to reflection used among courses/units that students can hang off. The 4rs., Sits well with blooms scales., Reflection done well is very difficult, Reflection needs to be course wide but not saturation point ( oh no not another reflection), Should be implemented through pedagogy and assessme t, Build it and they wil not reflect, on the whole. Needs to be based on a pedagogical issue., Need both top down and bottom up - individual academics using successfully and then interest gains., Professional standards, Law, engineering, nursing, education, etc., Mapped on reflection model develed as part ofnaltc project which accounts for level of study and discipline., Created a model but not prescriptive- more like a recipie that you can change around as you get better., Patterns and hubs reveal what others are doing and can be remixed/resused., One pattern covers helping students reflecting on the feedback for assessment and strategise what to do from there., Developing reflective approaches to writing, http://www.qut.edu.au/research/research-projects/developing-reflective-approaches-to-writing-draw, Drawproject.net, Edpatterns.net, Me.email@example.com, Mary ryan, Students writing reflective evaluations of units - what role did i play in this unit - did i attend? Am i positioned to even evaluate this unit?, Reflection as a genre. If teaching a reflection write one as a model and annotate woth students to tease out whats going on, what is the critical incident, language, where are the 4rs
Looking at eportfolios program wide not unit by unit basis
One year into venture
Tutors were late entries - and demanding that things be done differently., Demanded huge amount ofnmarking for no money, E..g Marking reflective entries in 3 minutes
Uni looking at portfolios for standardised summative assessment rather than formative student centred learnig.
Faculty focus is about increasing research output
Using eportfolios to demonstrate generic skills
Using for refelective journal but journals are misunderstood seen as a hoop to jump through.
Interest- how to get students interested in assessment structures., Teachers may pick communications skills if left alone - often doing the same thing and so students dont develop, Need a program view to scaffold skills development for students, Teachers wil say why my unit, In future looks like unit convemers may be forced rather than leave it to them to pick soft skills to develop and to what extent and how., Institutuonal drivers powerfl drivers for eportfolioo adoption.
Q: why doesnt reflective practice, comunication skills, soft skills, appear in assessments. Grad attributes are not being addressed within assessment tasks.
Lms and eportfolio as part of learning environment
Deakin uni, Gone to tri semester model - cut teaching time and time in between sessions., Desire 2 learn with pebble pad, Plus echo, turnitin, elluminate live, drpal, equella, mediawiki., All licensed for whole university, Everybody has to be online, Deakin has an online presence., Eportfolio seperate form lms but linked to from lms as a student space.
Eportfolio at deakin - portfolio as a process, Collect, reflect, organise, feedback, revise, assess, socialize, Eportfolio components, Presentations, Collections, Reflections, Artifacts, Assessments, Forms for practicums e.g. suprrvised student and they did this work., Staff want to understand how student learning is going - a view into process., A commitee has been setup to oversee rollout of portfolio, Staff want to use portfolios for assessment, Need to create the scaffolding for staff to adopt and adapt to portfolio use.
Course renewal, Dean in a college backing the process, conducting the change., Program leaders and everyone focused on devlivering an outcome., Focused on one course at a time, Eportfolio use has to be embedded, meaningful, purposeful, Will have a capstine unit
Graduate attributes - the big one, The need for students to be work ready, Every unit trying to cover grad atts at unit level but only need to do sol across a course., Could a portfolio be used as capstone for demonstration of graduate attributes across a course.i
Course wide - e.g. reflection might be in year 3 to go back to year 1 works and reflect on how far thinking has come.
Students can use portfolio to articulate professional readiness.
Has confirmed leadership buy in and professional development - and tell students why they are doing it and do it from year 1 to end of course.
Students should receive ongoing reglar feedback on their progress., First assignment blog, Moved to a wiki (BB blogs are all open), Now in pebble pad student work is private and not sure if students are sharing / connecting.
Teaching literacy, Reading writing arithmatic, Plus old media, new media, audio, video, literate in the 21st century - multimodaility, Kress, 2005, Students establishing who they are in their contexts, Implications in teacher education, How to teach a child to read write speak listen, Students reflect on their own history of reading writing spraking listening, Students the interpret a childs experience of these, Do all this thinking about what literacy is and then they create a mind map., Take observations and apply theory, and learning - and provide a reflection., Students take video of student writing and learning, Teacher student embeds this mobile phone video into their reflection of the event and links to theory and learning., Teacher students Uses multiodality to document learning, Only audio recordimg was mandated, two minutes of them reading, and recording of a child reading a book., However video showed what words child was reading or not reading, Aldo shows teacher students abiliy to help student read a book and also highly valuable video for student and parents., Developing academic literacies, E.g. Developing reading literacies, Developing a readers voice, Lets wrote about ourselves, weekly, purposeful, highly structured - "i know what i have to write about", Referenced the book used in the reading sessions, Referncing skills develop during the course, Must be careful to not "pebblepad" students, that there are other tools to create/publish content and then bring into pebblepad, Child shyness is a big issue but some students dont stop talking., Some students are camera shy, Need perhaps a description rather than video so cannot mandate a method - but can suggest ideas and let students be creative.
Students can look back on this and evidence to other people of what they can do
To get presentation
Teacher needs, Recording, Of valuable educational experiences, Storing, A place to store artifacts of experience and learning, Currently have 26 systems used to record student progress that are not interoperable, Tracking, Students and staff get a snapshot of where they are up to. And staf can see what is next when they go on placement, Assessment, Institution needs to meet targets set nationally, Feedback, Students want more feedback, Reflections
Conceptual framework, Identify needs, Purpose, performance indictors and learning outcomes, Determine budget, Seelect system and develop implementation plan, Develop (build into vurriclum, develop rubrics, assessment, allocate resources), Implement and grow towards continuous improvement (prepare staff/students, pilot, testing, evaluation, implementation)
Huse portfolios from day one to develop literacies before critical later years
Need access to portfolios from placement institutions
Students like the idea of being able to see how far along they are, e.g. when they have succeeded at blood tests etc
8 student volunteers of year 4 in joint medical program
Replaced paper based portfolio component
Training and support mechanisms provides
Students usec google docs for additionmal space
Students presented WIL experience to show ompetence of stahdards
Students couild use multimedia in their demonstrations of competency attainment e.g. video, pictures.
Positive about mahara
Level of engagement high
Liked examples to look through
Technical support using desktop sharing/elluminate to support students with technical/interface issuex/training.
E.g react appropriately tonemergency situation = get cpr training as a community nurse
Scenarios - sbli, Provide multmodal scenarios for scaffolding of learning/context for learning, Interactive branching scenarios
Portfolios - mahara, Student centred environment - learning communities
Audio commenting - voice thread - optional, Video provided: students comment on video with audio/video/text, Staff felt a need to feedback on everything, Some things coffeeshop like so trying to teach teachers they dont need to comment on everythng students say, Not assessed and voluntary but students really liked them
Why tag journal entries against learning competencies, Enabled comparison of journals across classes, when students tag against competencies quality was much higher., As journals build up tag cloud builds, and shows staf and students which competencies were getting a lot of attention and which ones needed work, All journal entries for a competency can be shown just by clicking on a tag in the tag cloud
Why build an online community
I have to read everything, No you dont
Internet too slow on campuses
Some students - why a learning communtiy
Why social networking
Why open journals
Too much support concerns
Students said, Time consuming but worth it - looking up the standards and forcing to refer to them, Helped students to understand the competencies, Tagging helped students see the wholistic nature of the competencies
Staff said, Tagging was useful, Helped students understand the competencies, Reflections and tagging against competencies useful in RPL purposes.
Appears to be improving reflective practice.