1. THE APPLICATION OF EPORTFOLIO IN HIGHER
EDUCATION: IMPLICATIONS ON STUDENTS’
LEARNING
Andrea Ximena Castaño Sánchez
Advisor:
Ángel Pío González Soto
2014
Department of Pedagogy
4. 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
5. • 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
7. 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
9. "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
19. 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.
20. • 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
21. • 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.
22. • 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
26. 1. Students’ use of eportfolio
Introduction
Results
Objectives MethodologyTheoretical Background
Studies Conclusions Limitations – Future
27. 2. Students’ use of Social Web Tools interacting with eportfolio
Introduction
Results
Objectives MethodologyTheoretical Background
Studies Conclusions Limitations – Future
28. • 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
29. 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
30. 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
31. 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
Category
Subcategory
Students’ approaches to learning
Deep 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
33. • 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
34. 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.
35. 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
36. • 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
37. THE APPLICATION OF EPORTFOLIO IN HIGHER
EDUCATION: IMPLICATIONS ON STUDENTS’
LEARNING
Andrea Ximena Castaño Sánchez
Advisor:
Ángel Pío González Soto
2014
Department of Pedagogy
Notas del editor
To start, I want to highlight this topic has been widely investigated the last 10 years. We might wonder. Why this has happened? The main reason lies on the importance on peoples’ learning. Only, if students make meaningful learning then their skills, capacities, behavior and professional projection are relevant for their life.
Of course there is far more implicit on eportfolio use by students. And, here We found the motivation of our research.
Then, this study is intended to provide awareness about the application of eportfolio for teaching and learning. And, the main concern has been in the numerous experiences that don’t fulfill the expectative regarding the benefits to learners.
In this regard, the rationale of this thesis is based on eportfolio integration on classroom settings.
Because, it’s not only the application of a special technology but the rationale around: methodologies, the instructional design, the students’ characteristics and their capacities to manage their own digital resources and their own learning environment. Adding, the raise of Web 2.0 as a platform for creation, sharing, dynamics of contents that define new practices.
Also, the student’s capacity to demonstrate and reflect upon experiences documenting academic preparation and career readiness.
Seeing from a global perspective, the emergent movement of eportfolio has been translated in numerous policies from national and international organizations around the world. Spain, is participating on a dedicated chapter on Europortfolio consortium which promise to advance on its application in topics related to digital identity, education policy, assessment, employability, open badges, open learning and the European Qualifications Framework.
General objective
To analyze characteristics of students’ learning using eportfolio and the conditions in the eportfolio integration in classroom settings in order to allow students easily integrate digital resources to enhance learning.
To 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.
To start, I want to highlight that reflection was a key aspect in this study. Also, other educational aspect were emphasized such us the changing roles of teachers, the change over a student centered learning, collaboration, formative assessment and very important the promotion of lifelong learning.
Research on eportfolios has been diversified in different lines of study. As well, our research is influenced by the studies on approaches to learning, self-regulation of learning, use of social Web, assessment and feedback, design of eportfolio to promote learning. Additionally, other educational aspects emerged during the experiences.
Then, here We introduce the models and practices behind eportfolios that have shaped this research. Then, we take as a base the methodologies oriented to eportfolio application for teaching and learning, based on:
Reflection and teaching practice, documentation of learning through evidences.
And, reflection supported by digital resources based on Web 2.0 tools and Social Media.
We grouped the models proposed to the process of eportfolio development starting from:
The three levels of construction proposed by Barrett (2009).
A framework for eportfolio implementation proposed by Light, Chen & Ittelson (2010).
A model for reflection bases on the principles proposed by Johnson et al. (2006)
And the principles for eportfolio implementation proposed by JISC.
Ten ways reflection transform artifacts into evidence
Also, a model of self-regulated learning for eportfolios applied by (Abrami et al., 2008) based on (Zimmerman, 2000, 2001) theory of SRL,
and the study of approaches to learning from Biggs (2001).
Following I am going to introduce briefly each the models:
Developing a sense of purpose and focus
Developing synthesis skill
Learning from communications and interactions
Learning and reviewing technology skills
The students had clear that the purpose of the ePortfolio was to determine the professional development throughout the use of ePortafolios and its incidence in learning approaches, to examine student´s perceptions of the assessment practices and the relationships to their learning approaches, and to create an eLearning Portfolio environment to evidence formal and informal learning.