Strategies for implementing ePortfolios in Higher Education
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Transcript of Strategies for implementing ePortfolios in Higher Education
Danube University Krems (DUK)Department for Interactive Media and Educational Technology (IMB)
The slides are licensed under a Creative Commons-license
Strategies for Implementing ePortfolios in Higher Education
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
Webinar March 2014 Peter Baumgartner 2
Outline
Starting Point: What? – The Research Question Motivation and Considerations
Results: Taxonomy, Software Evaluation &
Implementation Strategies
Methodology: How? – Theory and ProceduresConstructivism: Why a Taxonomy?
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
“There is Nothing So Practical as a Good
Theory”
http://en.wikipedia.org/wiki/Kurt_Lewin
Kurt Lewin (1890-1947)German-American Psychologist
Pioneer of Social Psychology
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
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Recommendations and Guidelines for Implementing ePortfolios in Higher Education: 5 work packages(1) Development of a Taxonomy for ePortfolios
(2) Description and Analysis of an implementing Framework
(3) Description of the necessary Functionality of Software packages
(4) ePortfolios for Competency based education
(5) Education Policy and Criteria for Recognition and Acknowledgement
Peter Baumgartner, Klaus Himpsl, and Sabine Zauchner
A DUK-report under the contract of the
Austrian Federal Ministry of Science & Research(January 2007 – December 2008)
ePortfolios for Higher Education
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
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Aftermath publications
2010 2011 2012
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
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Public under http://www.e-portfolios.orgBase: Personal Homepage Tool Weebly
after (free) registration atwww.mahara.at
Examples of ePortfolios
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• Curriculum vitae
• Certificates & Diploma
• Results of (formal and informal) Assessments
• Content of Courses and Participation of Continuing Education
• References, Recommendation, Evaluations
• Job Descriptions, Job Specifications
• Examples, „Show Cases“ (Photos, Documents, Links etc.)
• Reflections, Feedback
• Development Plans & Strategies for filling in educational gaps
Content of ePortfolios
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
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• Working Portfolio
• Assessment Portfolios
• Application Portfolios
• Interdisciplinary Unit Portfolios
• Development Portfolios
• Hybrid Portfolios
• Learning Portfolios
• Presentation Portfolio
Many Faces of ePortfolios
• Display Portfolio
• Showcase Portfolio
• Best Practice Portfolio
• Process Portfolio
• Time Sequenced Portfolios
• Reflection Portfolios
• Status Report Portfolio
• Celebration Portfolio
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
Constructivism
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Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
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ePortfolio is a strategy or tool displayed by any digital systemsupporting reflexive learning and practice by allowing a person (or an organisation) to collect, manage, and publish a selection of learning evidence in order to have one’s assets recognised
and accredited; to plan further learning, create one´s identity, to connect and share based on one´s own /organisational
decisions
Europortfolio definition (draft), based on EIPIL-PAN(2009) and Guàrdia (2014).
Europortfolio definition (draft)
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
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An ePortfolio is a specific type of aContent Management System (CMS).
It works as a collection of digital artefacts,
where different types of usershave different rights of access
provided by the maintainer of the ePortfolio.
Peter Baumgartner: Eine Taxonomie für E-Portfolios. Part II of the internal report for the Austrian Federal Ministry of Science & Research, 2008
ePortfolio working definition
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
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Product Evaluation
Michael Scriven (1991), further developed by Peter Baumgartner, Hartmut Häfele and Kornelia Maier-Häfele
Learning Management Systems(LMS)
Content Management Systems(CMS)
Qualitative Weight and Sum (QWS)
Baumgartner, P. & Bauer, R., 2010. MedidaPrix Award – An Agent for Changing Higher Education eLearning Practice. In U.-D. Ehlers & D. Schneckenberg, eds. Changing Cultures in Higher Education. Berlin, Heidelberg: Springer, pp. 457–469.
Download: http://peter.baumgartner.name/publikationen/liste-abstracts/abstracts-2010/medidaprix-award-agent-for-higher-education/
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
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Research Design
Michael Scriven (1991), further developed by Peter Baumgartner, Hartmut Häfele and Kornelia Maier-Häfele
Qualitative Weight and Sum (QWS)
Advantages• doesn't need a metric scale
• leaves "marks“: each step of theprocess can be retraced
• avoids the disadvantages of othermethods by combining several
procedures in a smart way
Disadvantages• a rather complex procedure
• an iterative process• no definite algorithm
• results are not necessarily clearwithout ambiguity
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
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The method of Qualitative Weight and Sum (QWS)
Process flow
Well-proven classification
• Essential (E)• Extremely important (*)
• Very important (#)• Important (+)
• Less important (|)• Not important (0)
(numbers are avoided deliberately!)
Criteria weights
Setting up theessential criteria
Definition ofall criteria
Weighting
Deleting0-Dimensions
Groupingcriteria
Assessingevaluands
optionally pair-wise comparison
Shortlist ofrecommendable
products
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
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Meta level categories
Portfolio processes according to the taxonomy
Five meta level categories:
(M1) Collecting, organising, selecting(M2) Reflecting, testing, verifying and
planning(M3) Representing and publishing
(M4) Administrating, implementing, adapting(M5) Usability
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
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Selection of software products
60 products• WCET study product list
• EIfEL product list• Salzburg Research "Vorstudie“
1
• Contacting the providers• Statements to essential criteria
• Providing test accounts2 18 products
12 products• Evaluation with our checklist
• 25 experts alltogether• Detailed analysis by core team
3
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
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12 recommendable products
Key to column "Type“
(M) E-Portfolio Management-Software
(L) LCMS/LMS with E-Portfolio functions
(I) Integrated systems
(A) Other systems like Blogs
Key to column "License“
(OS) Open Source
(P) Commercial with all-inclusive offer
(U) Commercial with licenses per user
(PU) Commercial, a combination of P and
U
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
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Shortlist of recommendable products
recommendable
with some restrictions
recommendable
highly recommendable
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
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A taxonomy is a systematic classification scheme
to orderthings, phenomena, processes etc.
after consistent and uniformprinciples, procedures and rules
of their inherent logic.
Peter Baumgartner: Eine Taxonomie für E-Portfolios. Part II of the internal report for the Austrian Federal Ministry of Science & Research, 2008
Taxonomy working definition
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1. Integration: Isolated phenomena are bundled into groups (Taxa); they are classified.
2. Orientation: A taxonomy provides a consistent framework.
3. Information: Facilitates communication (e.g. LOM).
4. Cost reduction: Uniform description facilitates re-usability.
5. Transfer: Similarities become evident, main types are easier to learn, distinctions between types and variants are easier.
6. Innovation: (So far) unknown methods (User) und systematic frameworks (Experts) come into view.
7. Heuristics: Quest for new types (classes) are inspired (e.g. compare periodic table of the elements).
Advantages of a Taxonomy
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
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Categories: How many and what kind of criteria should be
constructed out of the infinite pool of characteristics
(attributes)?
Operationalisation: How to confine/delimit and how to
measure the different characteristics?
Structuring: What kind of attributes are to what extend
decisive for a new category ? (new class versus
variant, version, mutation)
Granularity: Which hierarchic level has to be chosen to get
a taxonomy serving the desired practical purposes?
Troubles with Taxonomies
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
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Validity ClaimRelations to the
World
subjective objective
social
Theory of Communicative Action
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
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Validity Claim Relations to theWorld
subjectiveDevelopment of the
own Personality
objectiveContent, Material
social(Co-)Learne
r
Education
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
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Validity Claim Relations to theWorld
subjectiveinteraktive media
assignments, exercisesinteraktives knowledge
objectivepresentational mediapresentationreceptive knowledge
social actioncommunicative
mediasocial
constructed knowledge
Media
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
Validity claimRelations to the
world
pattern ofutilisation
objectivefunctionality
of thesoftware
socialsetting(scenari
o)
ePortfolios
Webinar March 2014 25Peter Baumgartner
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
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Summary Worksheet for distilling Categories(Example)
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Summary: Types of Portfolios3 main types = reflection, development, presentation 2 Types of ownerships = personal (A), organisational (B) summative or formative = product-process distinction =
3 * 2 * 2 = 12 Types of Portfolios
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
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Reflection portfolio
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Development portfolio
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
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Presentation portfolio
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
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Implementation framework: At which level does the implementation take
place? Which organisation units are taking part?
Motivation, purpose and goal: For which goals are the portfolios
implemented? Which competencies should be acquired?
Study and examination regulations: Is the portfolio work anchored in the
curriculum? How do students gain credit for it?
Culture of learning: What do teaching / learning processes look like? What
kind of changes result from the introduction of portfolios?
Teacher’s competencies: How are they prepared for portfolio work?
What competencies do they need? How are difficulties / resistance dealt
with?
Benefit/effort for students: Which preconditions are necessary? How do they
benefit? How are barriers overcome?
Software support: Which software is used? Who has what kind of access?
Analyses of use cases
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
4 Strategy modelsStudent Service(A)
Learning Tool(B)
Curriculum Integration (C)
University wide implementation
Development (competence p.)
Reflection (learning portfolio)
Assessment and showcase portf.
Reflection & development & presentation
Graz, Klagenfurt Salzburg, Vienna Eisenstadt, Krems Vienna
Visualisation of own strength, interests and competences
Reflecting the learning process, metacognition
PLE, PIM, certificates, application
(A), (B), application
Decrease of drop-out rates, informal learning
Analysis, transfer, quality control
Submissions of achievements, quality control
Increase of employability
Mahara, Taskstream
choice depends on course goals
Factline, Mahara Maraha, PebblePad
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Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
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Theoretical Consequences
PROBLEM:
Taxonomy of ePortfolios: Different goals
need different type of software and
implementation strategy
Use cases: Many different aspects, each with
many dimensions
Software: Complex tool with many
functionalities, not easy to learn
SOLUTION:
Developing a Pattern Language for ePortfolios
Knowledge transfer as a collection of patterns
Baumgartner, P., 2011. Educational Scenarios with E-portfolios. In P. Sojka & M. Kvizda, eds. SCO 2011, Sharable Content Objects, 7. ročník konference o elektronické podpoře výuky. Brno, Česká republika: muni Press, pp. 3–12.
Download: http://peter.baumgartner.name/publikationen/liste-abstracts/abstracts-2011/educational-scenarios-with-e-portfolios/
“Each pattern describes a problem which occurs over and over again in our environment, and then describes the core of the solution to that problem, in such a way that you can use this solution a million times over, without ever doing it the same way twice.”
– Christopher Alexander, A Pattern Language, 1977
Pattern/Method and VariationPattern/Method as
= ModelMaster plate, template,
A variation is just a small change of the same pattern
Pattern/Method as= Situation
Structure, constellation, configuration,
Every variation forms a new pattern
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
Developing a Pattern Language for ePortfolios I
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
Developing a Pattern Language for ePortfolios II
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
Developing a Pattern Language for ePortfolios III
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
Name of Pattern to express adequately problem and solution
Picture to capture (metaphorically) the main idea of the pattern
Context: Scenario where the pattern is useful
Problem What is the main issue?
Forces: What conditions one has to observe?
Solution: What is the solution to address the problem?
Details: What are the implementation strategies?
Stumbling blocks to overcome?
Advantages: What is the surplus value of the solution?
Disadvantages: What are the negative consequences?
Examples: Case studies where the pattern is used successfully
User Role: For what type of user is the pattern useful?
Tool: What kind of technical support or tool could be helpful?
Similar pattern: Relation to other patterns
References: Where to find more information?
Description Format for ePortfolio Pattern Scenarios
Bauer, Reinhard, and Peter Baumgartner. 2012. “Showcase of Learning: Towards a Pattern Language for Working with Electronic Portfolios in Higher Education.” In , 6:1–6:30. EuroPLoP ’11. New York, NY, USA: ACM.
Download:http://peter.baumgartner.name/publikationen/liste-abstracts/abstracts-2012/showcase-of-learning/
Danube University Krems (DUK)Department for Interactive Media und Educational Technology (IMB)
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Thank You For Your Attention!
Univ.Prof. Dr. Peter Baumgartner
http://www.donau-uni.ac.at/imb
http://www.peter.baumgartner.name
http://twitter.com/pbaumgartner
The slides are licensed under a Creative Commons-license