Presentation in Conference EPIC12 London 9-11 July

1. Design and
Implementation of an
ePortfolio strategy aimed
at Teachers Training:
making sense of the
process of learning
Ms Andrea Ximena Castaño
Dr José Miguel Jimenez
Dr Ángel Pío González Soto
Rovira i Virgili University
Educational Sciences
Department
Spain
EPIC 2012 – ePortfolios & Identity
#eporforall

2. 1. Situation of ePortfolio in Spain
2. Purpose for ePortfolio Implementation
3. Integration of ePortfolio Mahara in Classroom
4. Learning from the experience, next
steps

3. 1. Situation of ePortfolio in Spain 2. Purpose for ePortfolio
Implementation
3. Integration of ePortfolio Mahara in 4.Learning from the experience, next
Classroom steps

5. ePortfolio Network
Spanish Context
Eportfolio Needs
Process
• The need for more institutional support
• There is lack of knowledge of good
practices
• To address didactic and pedagogic
strategies for ePortfolios
• More Integration with digital tools,
software for ePortfolios and Web 2.0

6. EPIC 2012 – ePortfolios & Identity
Castaño, A, X.

7. ePortfolios at Teacher Training
• Short cycle Higher Education
• We have worked with e-portfolios and
Master Degree Erasmus Mundus during 2011
One academic year
• Mahara ePortfolio implementation and
integration with the course

8. How ePortfolio Mahara can
be integrated into the
classroom settings?
EPIC 2012 – ePortfolios & Identity
Castaño, A, X.

9. ePortfolio activities Professional Development
Curriculum integration
EPIC 2012 – ePortfolios & Identity
Castaño, A, X.

10. Activities that show reflection
Reflection

11. Interaction
People want to participate … but they will only do so one they
have “permission” and a forum in which to utilize existing
communication/technological skills(Siemens )

12. Self-assessment

13. activities that show reflection
 Reflection on professional experiences
 Reflection about their understanding of
conceptual meanings
 Reflection on team work and collaboration
 Web 2.0 evidences
 Self-asessment Jhonson, 2006
EPIC 2012 – ePortfolios & Identity
Castaño, A, X.

14. Assessing at the end of the course following an self-assessment rubric
We have developed a rubric with which 8 areas of the portfolio are
assessed
Activity Initial In Progress Intermediate Advanced
Reflection All reflections Most of the Algunas de las Ninguna de las
clearly reflections reflexio-nes refle-xiones
describe the that describe describen el describen el
growth, the growth creci-miento e cre-cimiento y
progress and and include incluyen metas no incluyen
achievements goals for de aprendizaje metas de
, and include continued contínuo aprendizaje
continuous learning. contínuo.
learning goals
(long and
• Quality of entries short term).
• Selection of
evidence
• Critical Thinking
• Goal Definition
• Direction
• Construction of
evidences
• Quality of writing
• Use of Web Media
• Design of elements
and text

16. ePortfolio activities
• Reflection on professional experiences
• Reflection about their understanding of conceptual
meanings
• Reflection on team work and collaboration
• Web 2.0 evidences
• Self-asessment
EPIC 2012 – ePortfolios & Identity
Castaño, A, X.z

17. Integration with the curriculum
EPIC 2012 – ePortfolios & Identity
Castaño, A, X.

18. Students perceptions
• Initial perceptions
• Technolgy skill development
• Attitudes regard ePortfolio
• Assessment Experience Questionaire
• Perceptions of the assessment practice
• Influence on learning

19. Concept of Educator
Purpose
EPIC 2012 – ePortfolios & Identity
Castaño, A, X.

20. network
profile

21. Collaboration

22. Group and blog’s feed

23. Self-assessment

24. 26/07/2012
Trust, belonging

25. Findings
Student's selection of artifacts may
lead to deeper learning experience as
they wrestled with understanding of
the connections between what they
did and the standards
Those who adopt deep approach to
learning perceive the making of a
portfolio as stimulating their thinking
as requiring a deep understanding of
the learning materials

26. Findings
 Students acting on the feedback, this
means teachers encouranging studetns
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.

27. Next steps
• Aplication of more collaborative activities
using Web 2.0 tools
• Apply a conceptual framework for
application of ePortfolio at Higher
Education
• Setting a more careful PDP for students for
Teachers with Institutional support
• The issue of attitudes towards reflective
writing
• Need for more exploration of the role of
Tutors and Teachers in the attitudes on
Professional Development

28. Thank you!
Gracias!
EPIC 2012 – ePortfolios & Identity
Castaño, A, X.z