ICT role in 21st century education and it's challenges.
Beyond the e-portfolio: Personalised and collaborative learning
1.
2. This presentation will demonstrate the power
of extending and expanding the e-portfolio
concept …….showing how it can incorporate
teaching, learning and assessment strategies
which will ‘add a
substantial, lively, personally transformative
dimension to lifelong learning’ (Kift et al
2007) and give cohesion and purpose to
course design.
3. Educational Designers in the Faculty of Education at La Trobe
University
We work with academic staff across 5 campuses
Design learning and assessment experiences based around
the students’ Personalised Learning Space, PebblePad.
Activities are multi-modal, multilayered and encourage pre-
service teachers to make meaning of their own learning and
experiences through socially constructivist learning activities
(Jonassen 2000).
Students guided through a process of active reflection
modified from the 5 Rs, (Bain 2002),
4. Total accounts in database: 6,725
Total number of active users: 4,214
Collaboration
Number of user comments: 23,677
Number of Gateways: 1,238
Assets published to Gateways: 32,942
5.
6. English History
Core
Module 1
Drama
Physics
Core
Module 2 Maths
Media
Core TESOL
Module 3 LOTE
Science
Core
Module 4
7. Image Source: Adapted from Sutherland, Brotchie, Chesney, Pebblegogy Ideas and activities to inspire and engage learners. (2011)
8.
9. Graduate Diploma in Education
Core ‘How I learn’ - Reflective task using a PebblePad
form.
Module 1
Core Record and reflect on Microteaching using a
PebblePad Experience asset with embedded links to
Module 2 video (hosted on Vimeo)
Core A Webfolio preparing for professional
Module 3 registration
Identifying goals and planning for future
Core professional role as teacher -Webfolio with
embedded Action plans addressing each goal
Module 4
10. •Video/text Blog for practicum using a PebblePad Blog.
English •Creating a Unit of Work for Year 7 to 8 English students in a
PebblePad Webfolio.
•Collection of drama stimulus materials in PebblePad blog.
Drama •Collaborative feedback from peers.
•A unit of work in a PebblePad Webfolio
Maths •A geometry task created in a PebblePad Activity asset
•A reflection on Maths 300 in a PebblePad Thought
•Evidencing and reflecting on extra curricula development of
TESOL professional skills and knowledge in PebblePad Experience asset
•A collaborative presentation on TESOL theme using a Webfolio
12. Classroom
management
My
Content
educational
knowledge
philosophy
Reflective Planning
practice lessons
ME – the
emerging
teacher
Professional Working with
development colleagues
Teaching Practicum in
practice schools
Accessing
ICT across
and
the
Developing
curriculum
resources
13. Reflection on
How I learn
Classroom
management
Thought
My
Content
educational
knowledge
philosophy
Reflective Planning
practice lessons
ME – the
emerging
teacher
Professional Working with
development colleagues
Teaching Practicum in
practice schools
Accessing
ICT across
and
the
Developing
curriculum
resources
14. Micro Classroom
management
teaching Content
My
Experience knowledge
educational
philosophy
Reflective Planning
practice lessons
ME – the
emerging
teacher
Professional Working with
development colleagues
Teaching Practicum in
practice schools
Accessing
ICT across
and
the
Developing
curriculum
resources
15. Classroom
management
My
Content
educational
knowledge
philosophy
Reflective Planning
practice lessons
ME – the
emerging
teacher
Professional Working with
development colleagues
Teaching Practicum in
practice schools
English ICT across
Accessing
Video Blog the
and
Developing
curriculum
resources
16. Classroom
management
My
Content
educational
knowledge
philosophy
Reflective Planning
practice lessons
ME – the
emerging
teacher
Professional Working with
development colleagues
Teaching Practicum in
practice schools
Units of Work
Accessing
ICT across
the
and for teaching
curriculum
Developing
resources
method
Webfolio
17. Reflection on
Micro Classroom How I learn
teaching
management
My
Thought
Content
Experience knowledge
educational
philosophy
Reflective Planning
practice lessons
ME – the
emerging
teacher
Professional Working with
development colleagues
Teaching Practicum in
practice schools
Unit of Work
English Video Accessing
ICT across for teaching
Blog the
and
curriculum
Developing
resources
methods
Webfolio
18.
19.
20. Building the culture
Careful learning design - support materials
activities, workshops.
Introducing PebblePad by stealth (PebblePad
form)
Promote reflective practice
Range of feedback rubrics
E-mentors
Administrative
21. For the student
Under control of the student
PebblePad is a powerful study tool
Users create enduring and iterative assets of learning
Allows for creativity, adaptability, individuality
opportunities for the student to revisit and reappraise
the learning journey
Students work on a variety of learning tasks, both
individually and in groups
Created multimedia artefacts of their learning journey
which goes beyond the mere requirements of the
assessment process.
The outcome for the students is enhanced opportunities
for deep reflection and higher level meta-cognition.
22. For the teacher
Takes emphasis away from teacher directed
content
Provides opportunities to encourage and
scaffold reflective practice
Provides opportunities for ongoing
formative feedback
Far richer and engaging evidence of
learning
Hinweis der Redaktion
AIMSWhere we have come in the past 2 years Omoving to use it in ways we never envisagedPersonal Learning Space integrates the learning experience across a courseDeveloping reflective practiceGiving purpose focus and meaning to learning activitiesModelling best practice.
Key Learning Design ProblemsStudents and lecturers - View subjects as completely separate Lack of cohesion between subjects Purpose to learning and assessment activities often unclearLack of connection to future professional life
Here are the silos we are dealing with within many of our one year pre service teaching coursesSilos within silos
LMS can reinforce silo mentality by limited access beyond the teaching period We saw the PLS as potentially offering opportunities for integrationProvides the continuity of a learning space between subjects (and across years)Allows students to draw connections between all aspects of their coursePLS offers opportunities for creative engagement with a range of other Web 2.0 technologies which allows students to document their learning in creative and meaningful ways
In 2010 we started with one core module and one method with no iterative or scaffolded learning activities One key capstone assessment task - but lack of assets to build up their final taskAt the end of that experience we realised whilst some students produced brilliant work but others struggled and didn’t ‘get it’We could see the need for a integrated approach across all subjects We started to look at building in and designing a suite of learning activities and assessment tasks across the subjects and for the whole year using a range of different PebblePad assets and supported reflective activities and also incorporating web 2.0 technologies.Here they areAs the uptake of PebblePad across the Faculty has grown we have been able to embed learning activities across an entire course the Graduate Diploma in EducationGrowth in the ways and ideas in which we use use PP
We have developed these PP activities that still live in individual subjects but
We started thinking about the various aspects and desired characteristics of emerging teachers We wanted to map that against what we showed you previously with the different subjects and tasks to see whether there was more overall cohesion across the course both for us as educational designers and for students
We can start to see how the individual activities/tasks are connected multilayered and iterative (ss can come back to and refine)Learning experiences for pre service teachers are multi layered, multi modal Model a range of learning and assessment experiences to demonstrate best practice to the emerging teacher.Development of reflective practice that are beneficial for lifelong learning.
2011 our capstone task of a professional portfolio can build on the range diverse learning activities that the students have documented in PebblePad over the year.
RevisitReflect on personal growth and contentMake connections between theory at university and practiceBe critical of what you have done, experienced, learntDraw connections to what you have learntNot a one-to-one correspondence between theory and practice Acknowledge multiple theories and the complex nature of learning and teaching
Building trust with staffSupporting them in the new environmentCoherent administrative structure
so that their learning is scaffolded to encourage the articulation and understanding of the nexus between theory and practice. PebblePad offers us the ideal environment to realise these aims.