EPortfolio Pilot Project at the University of Vienna – Towards a Framework Brigitte...

ePortfolio Pilot Project at the University of Vienna – Towards a Framework

Brigitte Roemmer-Nossek, Birgit Peterson, Sylvia Logar, Charlotte Zwiauer

ICL 2007, September 27-29 in Villach, Austria

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27. September 2007B. Römmer-Nossek2

Context: National ePortfolio Project

“Modellfälle für Implementierungsstrategien für integrierte ePortfolios im tertiären Bildungsbereich” Cases of Implementation Strategies for Integrated ePortfolios in Tertiary Education

Receives funding from bm.w_fa

Partners: 5 universities, 1 applied university

Focus Vienna University: curricular implementation of ePortfolio Development of framework development of model cases from pilots development of guidelines for curricular implementation of

ePortfolio

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Framework

Why an ePortfolio framework?

What kind of ePortfolio anyway?

Framework – first concept

Implementation – first steps

Partners

Case: Media Copmpetencies Seminar

Next steps

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Why an ePortfolio framework?

Context

Bologna-process & autonomy of the universities Performance indicators for agreement on objectives Development plan of the university specific needs of pilot partners

Goals derived support of critical study phases decrease in drop-outs enhancement of employability support of inquiry-based teaching & learning

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What kind of ePortfolio?

Presentation portfolio

Process portfolio

Assessment portfolio

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What kind of ePortfolio?

Presentation portfolio – public

only a CV or more?

Process portfolio – deeply personal

reflection of the learning &

individual competencies

Assessment portfolio – no additional quality examination needed, but

ECTS granted

?

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ePortfolio approach at Vienna University

Potential of presentation: community element

intra-university public

visibility & potential acknowledgement of students‘ work beyond the classroom students as partners in knowledge production/link to DAMS (Phaidra-Project)

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ePortfolio approach at Vienna University

ePortfolio as part of the university‘s eLearning strategy

ePortfolio from a curricular perspective ePortfolio as tool to build and present competencies ePortfolio as crystallisation point for intra-university

public delicate balance between

individual learning process & (intra-university) public presentation

must be found for each case for all stakeholders involved

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Vienna University ePortfolio-framework

4 dimensions of ePortfolio usage competency planning learning process presentation infrastructure

3 groups of stakeholders students teachers study programmes / institutional bodies

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Individual(Learners)

Course- and Module level (Teachers)

Curriculum/ Institution (Study programme directors,

eLearning representatives, other institutional bodies)

Competency planning

Meta-Reflection-individual competency planningReflection of extra- curricular acquisition of competencies

Implementation of Meta-Reflection processes in courses and modules as a bracket to the curriculum Curricular quality development

processes

Learning processes

Active knowledge construction and production,individually, with peers, supported by teachers and tutors

Integration of ePortfolio with existing blended learning concepts;Cooperative knowledge production on course and module level

Knowledge representation

Documentation of competencies, representation of results of work

Content base on module and curricular level

Interface to institutional knowledge processes

Infra-structure

Acceptance of ePortfolio-Software

Design of ePortfolio based on teaching- and learning concepts;Interface to LMS and other tools

Providing an ePortfolio tool;Interfaces to other central services: LMS, Digital Asset Management Systems and others

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4 dimensions competency planning reflection processes learning process construction of knowledge presentation documentation of work/competencies infrastructure software – acceptance & interfaces

3 groups of stakeholders students support of personal way through curriculum teachers intregration with teaching & curriculum study programmes / institutional bodies quality

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Implementation – the pilot partners

Subject & Bologna-Cycle Goals

Translation Studies, BA Enhancement of employability

Translation Studies, PhD Support of critical study phases

“Media Competencies Seminar” (Centre for Teaching and Learning) Nucleus for eTutor and Knowledge Experts – Curriculum (30 ECTS)

Enhancement of employability

Sports Sciences Forthcoming

MEi:CogSci, MA (joint degree in Cognitive Sciences)

Inquiry-based teaching and learning

Catholic Theology, BA Support of critical study phases

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Case: Media Competencies Seminar

module 7: Gender sensivity

module 2: Educational technology

module 1: Learning & teaching in/with groups

module 4: Online learning communities

module 3: Handling of media

module 5: Wikis

module 6: Copyright in eLearning settings

module 8: [e]assesment

ePintroduction&reflection

ePintroduction&reflection

ePintroduction& reflectibon

ePintroduction& reflection

ePintroduction &reflection



ePintroduction & reflection

ePortfolioreflection on a meta-level

ePortfolio check-in

ePortfolio check-out

Meta-level- Reflection- Contextualisation of

modules

Module-level- Introduction to topic- reflection/deep

learning

? will ePortfolio help students in the acquisition of competencies?

? tool to check quality

Software: elgg

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The Media Competencies SeminarLearning Outcomes

Ability to handle new media such as web tools and social software like wikis, Learning Management Systems, etc. Ability in handling educational technologies Basic knowledge and understanding in learning theory and didactics Basic knowledge and understanding of copyright in eLearning settings Knowledge and understanding of group dynamic processes Sensitivity and awareness of gender and diversity issues Ability in moderating virtual and physical learning groups Ability to cultivate and support virtual and physical communities Ability to communicate across disciplines Ability to reflect on individual and group action Ability to participate in the cooperative construction of knowledge Ability to contextualize contents for ones own work

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Methodological approach Writing as epistemological process

Methodology from creative writing storytelling writing – about personal experiences surveying writing – explication of prior knowledge &

expectations reflective writing – reflection & comparing new

knowledge with prior expectations integrative writing – personal integration and

contextualisation on curricular level

Students were owners & in command of their portfolio were to show work only to teacher responsible for the ePortfolio

final task (integration): planning of project

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Portfolio-work as writing process

Question category

Module Example Task

Storytelling writing

Educational technologies & Learning Design

Remember a lecture in which you have “learned especially well”. Why do you remember this lecture? What was special?

Surveying writing

Learning & Teaching in/with Groups

Why do you believe, you are a good eTutor? What are your potentials? What do you still have to work out?

Reflective writing

Handling of Media What did you take home from this module?

Integrative writing

Educational technologies & Learning Design

Remember a very bad lecture and describe what you would change to make it an extraordinary good lecture!

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Evaluation

Acceptance of the tool Quantitative Analysis Acceptance of the method Competency gain of students

ePortfolio as tool for quality development

Based on Students‘ postings Verbal feedback in final workshop Evaluation questionnaire Students‘ personal competency profile

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Evaluation

Acceptance of the tool no enthusiasm, but accepted Quantitative Analysis twice as much as expected Acceptance of the method

feedback by teacher highly valued opened their work to other students

extensively commented each others‘ work

indicates that ePortfolio was seen as much more than compusory text - reflective &community process

50% of the projects planned will be carried out Competency gain of students

ePortfolio as tool for quality development

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Evaluation: Competencies gained in students‘ own words

Social Competencies Specialised comp.

*To handle interdisciplinary communication and work-processes.*Cooperative Teamwork Culture.Motivation of Communities,*Conscious detection and handling of group dynamic processes.*Gender sensibility.

*Didactical Methods (including ePortfolio)*Media-technical Competencies (including handling of different Software).*Competencies in copyright.Competence to design Blended Learning scenariosKnowledge of eTutor Profile

* 100%; at least mentioned 3x

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Learning Outcomes

Ability to handle new media such as web tools and social software like wikis, Learning Management Systems, etc. Ability in handling educational technologies Basic knowledge and understanding in learning theory and didactics Basic knowledge and understanding of copyright in eLearning settings Knowledge and understanding of group dynamic processes Sensitivity and awareness of gender and diversity issues Ability in moderating virtual and physical learning groups Ability to cultivate and support virtual and physical communities Ability to communicate across disciplines Ability to reflect on individual and group action Ability to participate in the cooperative construction of knowledge Ability to contextualize contents for ones own work

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Media Competencies Seminar in the framework

Students

Competency Planning

Meta-reflection on competencies gained and prior knowledge

Learning Process Reflection and integration – individually, with peers; supported by ePortfolio teacher

Presentation

Infrastructure Software critically accepted

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Teachers

Competency Planning

Explication of learning outcomes

Interfaces to ePortfolio for Meta-reflection as bracket to the curriculum

Learning Process Integration of ePortfolio work with the module‘s concepts; discussion and integration on module & curriculum-level

Presentation

Infrastructure Providing an introduction; defining conceptual interface to LMS

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Curriculum

Competency Planning

In-depth qualitative feedback on the quality of the seminar as basis for further development

Learning Process

Presentation

Infrastructure Providing the tool

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Conclusions & next steps

Quite satisfied with first experiences

need to focus more on the presentation-part

Software-issues Which tool? Conceptual & technical interface to other tools (esp. LMS)

Next steps Documentation and evaluation of last semester‘s pilot partners Developing concepts with more pilot partners Revision of the framework Development of guidelines for implementation of ePortfolio on

curricular level

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Thank you for your attention!

EPortfolio Pilot Project at the University of Vienna – Towards a Framework Brigitte...

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