Design and Implementation of an

ePortfolio strategy aimed at Teachers Training: making sense of the process of learning

EPIC 2012 – ePortfolios & Identity#eporforall

Rovira i Virgili University

Educational Sciences Department

Spain

Ms Andrea Ximena CastañoDr José Miguel Jimenez

Dr Ángel Pío González Soto

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

1. Situation of ePortfolio in Spain

4.Learning from the experience, next steps

3. Integration of ePortfolio Mahara in Classroom

2. Purpose for ePortfolio Implementation

Introduction

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

ePortfolio Research in Spain

ePortfolio Network

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

ePortfolio Mahara at Rovira i Virgili University

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

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

How ePortfolio Mahara can be integrated into the classroom settings?

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

ePortfolio activities

Curriculum integration

Professional Development

Activities that show reflection

Reflection

InteractionPeople 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 )

Self-assessment

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

activities that show reflection

Jhonson, 2006

Reflection on professional experiences

Reflection about their understanding of

conceptual meanings

Reflection on team work and collaboration

Web 2.0 evidences

Self-asessment

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

• Quality of entries• Selection of

evidence• Critical Thinking• Goal Definition• Direction• Construction of

evidences• Quality of writing• Use of Web Media• Design of elements

and text

All reflections clearly describe the growth, progress and achievements, and include continuous learning goals (long and short term).

Most of the reflections that describe the growth and include goals for continued learning.

Algunas de las reflexio-nes describen el creci-miento e incluyen metas de aprendizaje contínuo

Ninguna de las refle-xiones describen el cre-cimiento y no incluyen metas de aprendizaje contínuo.

ePortfolio activities

• Reflection on professional experiences

• Reflection about their understanding of conceptual meanings

• Reflection on team work and collaboration

• Web 2.0 evidences

• Self-asessmentEPIC 2012 – ePortfolios & Identity

Castaño, A, X.z

Integration with the curriculum

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

• Initial perceptions

• Technolgy skill development

• Attitudes regard ePortfolio

• Assessment Experience Questionaire

• Perceptions of the assessment practice

• Influence on learning

Students perceptions

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

Concept of Educator

Purpose

profile

network

Collaboration

Group and blog’s feed

Self-assessment

08/04/2023Trust, belonging

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

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.

Findings

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

Thank you!Gracias!

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