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Transfer of eP practice from teacher
training to the workplace and how
OpenBadges could foster it
Dominique-Alain Jan (The Open University | UK)
ePIC 2018 – 24-26 October 2018
https://www.youtube.com/watch?v=1MCa4d00OLQ&list=RD1MCa4d00OLQ&index=1
Time table
• 2013
• Master of Art of Online and Distance Education (Open)
• 2013
• Start of of research project at ePIC
• 2013-2016
• Face to face Interview of 45 participants
• January 2018
• Viva voce
• October 2018
• Sir John Daniel Award for Education and Language studies
for dedication and outstanding achievement in postgraduate studies
• Fall 2018
• Publication
Methodology
Case study – Semi structured interview – Access to eP artefacts
Teachers
Educators Supervisors
« we may broadening research on ePortfolio practice to
actors other than students or faculty »
(Singh and Ritzhaupt, 2006)
Interactions between the groups of participants,
based on Singh and Ritzhaupt, (2006)
Austria
France
Tunisa
The UK
Switzerland Australia
New-Zealand
Germany
ePortfolio practices
(4) Share
Share with “others“ (peers,
tutors, public, supervisors) for
comment
(3) Present
Present level of attainment
combining reflection and
elements of proof.
(1) Collect
Collect elements of proof of
learning, personal attainment,
formal and infomal skills
(2) Reflect
Record personal reflection on
learning. Give sense to
collected artefact proving
self-achivement.
ePortfolio practices
eP practice is dynamic process
[5] PDP after one
year at the work
place
[3] Job hunting
[1] Showcase for a
summer job
[4] Mid course
view of personal
learning outcomes
[2] End of course
assessment
eP practice
eP practice
eP practice
eP practice
eP artefacts eP artefacts
[1] to [5] exemples of ePortfolios with different goals
Transfer of eP as a product?
• Educators and/or trainee teachers are not aware that such possibility
exists
• eP management system does not offer such feature
• eP management system does not use a standard format to export and
then reimport eP information (e.g. Leap2a)
• Trainee teachers think that what is made for assessing their skills has
to be left in the institution
• Institutions have no policies for trainee teachers to continue with
their ePortfolio after graduation
Transfer of eP as a product?
• Although, Jafari (2004) suggests that ‘sticky’ ePortfolio services
offered by institutions could generate financial benefits
• Heutte et al. (2012) also point out the strategic importance of keeping
a grip on graduates with a ‘sticky’ ePortfolio service
• teachers and institutions have interests in and expectations of the continuity
of ePortfolio practice in the workplace
• Ravet (2005) claim that these expectations are not always exclusively
pragmatic, and may also be influenced by more altruistic notions of
the benefits such practices can bring
Tool
Subject Object
(ePortfolio management system)
(trainee teachers)
Rules
(ePortfolio training
documentation,
recommendations)
Community
(communication with
peers, educators,
facilitators, mentors)
(ePortfolio practice)
Division of labour
(supporting,
teaching, learning,
assessing)
Tool
ObjectSubject
Division of labourCommunityRules
(ePortfolio management system,
personal learning environment)
(ePortfolio practice)
(teaching, controlling,
supervising,
supporting)
(communication with
peers, supervisors,
mentors)
(professional teachers)
(school laws,
regulations, TQS)
Behavioural
Intention to Use
ePortfolio
Attitude Toward
Using ePortfolio
Perceived
Usefulness of
ePortfolio (PU)
Perceived Ease
of Use of
ePortfolio (PEU)
ePortfolio
Design
Outcome
Maintenance and
development of ePortfolio
practice
Outcome
Internal variables External variables
Transferred
ePortfolio
practices
Subject Object
Rules Community Division of labour
ToolTool
Subject Object
Rules Community Division of labour
Tool
Subject Object
Rules Community Division of labour
Subject Object
Rules Community Division of labour
Tool
Tool
Subject Object
Rules Community Division of labour
Tool
Subject Object
Rules Community Division of labour
Groups of tensions Description of possible tensions Stakeholders concerned
Relationship  The role played by each stakeholder is not clear
 Some stakeholders play different roles with
contradictory aims (e.g. facilitate and assess)
 Teachers
 Educators
 Supervisors
Technical  The choice of tool is not adequate for teachers’ needs
or specified rules
 Difficulties in accessing tools
 Confusion where different versions of the tool are
present simultaneously
 Staff
Organisational  ePortfolio support material not adapted to teachers’
needs
 Regulations confusing educators and/or teachers
about their role or required actions
 Co-existing competitive activities (ePortfolio for
employability and ePortfolio for assessment)
 State
 Policy makers
 Director of education
 Headteacher
Presentation of my three groups of tensions among the three case studies
Groups of tensions Description of possible tensions Stakeholders concerned
Relationship  The role played by each stakeholder is not clear
 Some stakeholders play different roles with
contradictory aims (e.g. facilitate and assess)
 Teachers
 Educators
 Supervisors
Technical  The choice of tool is not adequate for teachers’ needs
or specified rules
 Difficulties in accessing tools
 Confusion where different versions of the tool are
present simultaneously
 Staff
Organisational  ePortfolio support material not adapted to teachers’
needs
 Regulations confusing educators and/or teachers
about their role or required actions
 Co-existing competitive activities (ePortfolio for
employability and ePortfolio for assessment)
 State
 Policy makers
 Director of education
 Headteacher
Presentation of my three groups of tensions among the three case studies
Groups of tensions Description of possible tensions Stakeholders concerned
Relationship  The role played by each stakeholder is not clear
 Some stakeholders play different roles with
contradictory aims (e.g. facilitate and assess)
 Teachers
 Educators
 Supervisors
Technical  The choice of tool is not adequate for teachers’ needs
or specified rules
 Difficulties in accessing tools
 Confusion where different versions of the tool are
present simultaneously
 Staff
Organisational  ePortfolio support material not adapted to teachers’
needs
 Regulations confusing educators and/or teachers
about their role or required actions
 Co-existing competitive activities (ePortfolio for
employability and ePortfolio for assessment)
 State
 Policy makers
 Director of education
 Headteacher
Presentation of my three groups of tensions among the three case studies
Groups of tensions Description of possible tensions Stakeholders concerned
Relationship  The role played by each stakeholder is not clear
 Some stakeholders play different roles with
contradictory aims (e.g. facilitate and assess)
 Teachers
 Educators
 Supervisors
Technical  The choice of tool is not adequate for teachers’ needs
or specified rules
 Difficulties in accessing tools
 Confusion where different versions of the tool are
present simultaneously
 Staff
Organisational  ePortfolio support material not adapted to teachers’
needs
 Regulations confusing educators and/or teachers
about their role or required actions
 Co-existing competitive activities (ePortfolio for
employability and ePortfolio for assessment)
 State
 Policy makers
 Director of education
 Headteacher
Presentation of my three groups of tensions among the three case studies
Interactions between the groups of participants,
based on Singh and Ritzhaupt, (2006)
‘Being
together’
‘Doing
alone’
‘Doing
together’
Tool
ObjectSubject
Rules Community Division of labour
‘Negotiating
together’
CHAT model and the different forms of collaboration (FoC), based on Sundaramurthy et al. (2016)
‘Being
together’
‘Doing
alone’
‘Doing
together’
Tool
ObjectSubject
Rules Community Division of labour
‘Negotiating
together’
CHAT model and the different forms of collaboration (FoC), based on Sundaramurthy et al. (2016)
‘Being
together’
‘Doing
alone’
‘Doing
together’
Tool
ObjectSubject
Rules Community Division of labour
‘Negotiating
together’
CHAT model and the different forms of collaboration (FoC), based on Sundaramurthy et al. (2016)
FoC 1
Zone of Proximal
Development
FoC 3
Reification
FoC 2
Community of
Practice (CoP)
FoC 4
Negotiation of
meaning
‘Being
together’
‘Doing
alone’
‘Doing
together’
Tool
ObjectSubject
Rules Community Division of labour
‘Negotiating
together’
CHAT model and the different forms of collaboration (FoC), based on Sundaramurthy et al. (2016)
FoC 1
Zone of Proximal
Development
FoC 3
Reification
FoC 2
Community of
Practice (CoP)
FoC 4
Negotiation of
meaning
« Convergence » principle
Digital identities
Personal Learning
Environment (PLE)
(Manage)
Social Networks
(Connect & Share)
ePortfolio (Collect,
Select, Reflect,
Present, Share)
Open Badges
Socio-historic approach of
the digital identities
Based on Ittelson, J. C. (2001) ‘Building an E-dentity for Each
Student’, Educause Quarterly, 24(4), pp. 43–45
And
Jan, D.-A. (2016) ‘Bridging Open Badges and ePortfolio in a PDP
ecology’, One step further, Education.
ePortfolio practices
eP practice is dynamic process
[5] PDP after one
year at the work
place
[3] Job hunting
[1] Showcase for a
summer job
[4] Mid course
view of personal
learning outcomes
[2] End of course
assessment
eP practice
eP practice
eP practice
eP practice
eP artefacts eP artefacts
[1] to [5] exemples of ePortfolios with different goals
ePortfolio practices
eP practice is dynamic process
[5] PDP after one
year at the work
place
[3] Job hunting
[1] Showcase for a
summer job
[4] Mid course
view of personal
learning outcomes
[2] End of course
assessment
eP practice
eP practice
eP practice
eP practice
eP artefacts eP artefacts
[1] to [5] exemples of ePortfolios with different goals
Keypoints on eP transfer
• Internal and external variables impact negatively the transfer of eP as a
product
• Although teachers claim having stopped their taught eP practice evidence
show that some practice remain being used
• Teachers are ready to continue and develop their eP practice if
• They collaborate and comment on each other work / achievement
• They become part of a CoP
• The CoP has to be imposed by the institution
• Resource must be provided by the institution (time, support, tools, …)
• Formal and non formal learning, soft-skills, are valued, rewarded, promoted
(champion)
• The continuity of eP practice is fostered at the start of teacher education
A new ePortfolio project in nursing education
in Switzerland (2019-2023)
• Master of Art
• 2/3 f2f
• 1/3 distance
• Negotiation of meaning with the different eP stakeholders
• Building a common representation of the ‘object’ (boundary object)
“entities that can link communities together as they allow different groups to
collaborate on a common tasks” (Wenger, 1998)
• Building an ecology of badges to foster collaboration inside the CoP of learners
A new ePortfolio project in nursing education
in Switzerland (2019-2023)
• Openbadges
• Formal learning recognition
• Recognition and promotion of non-formal and soft skills
• Development of badges by the learners to
• badge the institutions
• badge their peers
• badge the content
• badge the tutors | educators | mentors
• CoP
• Intersection of the educator’s CoP and the learners’ CoP
• Preparation of 24 months (Pilot)
Dominique-Alain Jan
@dajan
djan@mac.com
http://dominiquejan.ch

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Transfer of e portfolio practice epic 2018

  • 1. Transfer of eP practice from teacher training to the workplace and how OpenBadges could foster it Dominique-Alain Jan (The Open University | UK) ePIC 2018 – 24-26 October 2018
  • 3. Time table • 2013 • Master of Art of Online and Distance Education (Open) • 2013 • Start of of research project at ePIC • 2013-2016 • Face to face Interview of 45 participants • January 2018 • Viva voce • October 2018 • Sir John Daniel Award for Education and Language studies for dedication and outstanding achievement in postgraduate studies • Fall 2018 • Publication
  • 4. Methodology Case study – Semi structured interview – Access to eP artefacts Teachers Educators Supervisors
  • 5. « we may broadening research on ePortfolio practice to actors other than students or faculty » (Singh and Ritzhaupt, 2006)
  • 6. Interactions between the groups of participants, based on Singh and Ritzhaupt, (2006)
  • 8. ePortfolio practices (4) Share Share with “others“ (peers, tutors, public, supervisors) for comment (3) Present Present level of attainment combining reflection and elements of proof. (1) Collect Collect elements of proof of learning, personal attainment, formal and infomal skills (2) Reflect Record personal reflection on learning. Give sense to collected artefact proving self-achivement.
  • 9. ePortfolio practices eP practice is dynamic process [5] PDP after one year at the work place [3] Job hunting [1] Showcase for a summer job [4] Mid course view of personal learning outcomes [2] End of course assessment eP practice eP practice eP practice eP practice eP artefacts eP artefacts [1] to [5] exemples of ePortfolios with different goals
  • 10. Transfer of eP as a product? • Educators and/or trainee teachers are not aware that such possibility exists • eP management system does not offer such feature • eP management system does not use a standard format to export and then reimport eP information (e.g. Leap2a) • Trainee teachers think that what is made for assessing their skills has to be left in the institution • Institutions have no policies for trainee teachers to continue with their ePortfolio after graduation
  • 11. Transfer of eP as a product? • Although, Jafari (2004) suggests that ‘sticky’ ePortfolio services offered by institutions could generate financial benefits • Heutte et al. (2012) also point out the strategic importance of keeping a grip on graduates with a ‘sticky’ ePortfolio service • teachers and institutions have interests in and expectations of the continuity of ePortfolio practice in the workplace • Ravet (2005) claim that these expectations are not always exclusively pragmatic, and may also be influenced by more altruistic notions of the benefits such practices can bring
  • 12.
  • 13. Tool Subject Object (ePortfolio management system) (trainee teachers) Rules (ePortfolio training documentation, recommendations) Community (communication with peers, educators, facilitators, mentors) (ePortfolio practice) Division of labour (supporting, teaching, learning, assessing) Tool ObjectSubject Division of labourCommunityRules (ePortfolio management system, personal learning environment) (ePortfolio practice) (teaching, controlling, supervising, supporting) (communication with peers, supervisors, mentors) (professional teachers) (school laws, regulations, TQS) Behavioural Intention to Use ePortfolio Attitude Toward Using ePortfolio Perceived Usefulness of ePortfolio (PU) Perceived Ease of Use of ePortfolio (PEU) ePortfolio Design Outcome Maintenance and development of ePortfolio practice Outcome Internal variables External variables Transferred ePortfolio practices
  • 14. Subject Object Rules Community Division of labour ToolTool Subject Object Rules Community Division of labour Tool Subject Object Rules Community Division of labour
  • 15. Subject Object Rules Community Division of labour Tool Tool Subject Object Rules Community Division of labour Tool Subject Object Rules Community Division of labour
  • 16. Groups of tensions Description of possible tensions Stakeholders concerned Relationship  The role played by each stakeholder is not clear  Some stakeholders play different roles with contradictory aims (e.g. facilitate and assess)  Teachers  Educators  Supervisors Technical  The choice of tool is not adequate for teachers’ needs or specified rules  Difficulties in accessing tools  Confusion where different versions of the tool are present simultaneously  Staff Organisational  ePortfolio support material not adapted to teachers’ needs  Regulations confusing educators and/or teachers about their role or required actions  Co-existing competitive activities (ePortfolio for employability and ePortfolio for assessment)  State  Policy makers  Director of education  Headteacher Presentation of my three groups of tensions among the three case studies
  • 17. Groups of tensions Description of possible tensions Stakeholders concerned Relationship  The role played by each stakeholder is not clear  Some stakeholders play different roles with contradictory aims (e.g. facilitate and assess)  Teachers  Educators  Supervisors Technical  The choice of tool is not adequate for teachers’ needs or specified rules  Difficulties in accessing tools  Confusion where different versions of the tool are present simultaneously  Staff Organisational  ePortfolio support material not adapted to teachers’ needs  Regulations confusing educators and/or teachers about their role or required actions  Co-existing competitive activities (ePortfolio for employability and ePortfolio for assessment)  State  Policy makers  Director of education  Headteacher Presentation of my three groups of tensions among the three case studies
  • 18. Groups of tensions Description of possible tensions Stakeholders concerned Relationship  The role played by each stakeholder is not clear  Some stakeholders play different roles with contradictory aims (e.g. facilitate and assess)  Teachers  Educators  Supervisors Technical  The choice of tool is not adequate for teachers’ needs or specified rules  Difficulties in accessing tools  Confusion where different versions of the tool are present simultaneously  Staff Organisational  ePortfolio support material not adapted to teachers’ needs  Regulations confusing educators and/or teachers about their role or required actions  Co-existing competitive activities (ePortfolio for employability and ePortfolio for assessment)  State  Policy makers  Director of education  Headteacher Presentation of my three groups of tensions among the three case studies
  • 19. Groups of tensions Description of possible tensions Stakeholders concerned Relationship  The role played by each stakeholder is not clear  Some stakeholders play different roles with contradictory aims (e.g. facilitate and assess)  Teachers  Educators  Supervisors Technical  The choice of tool is not adequate for teachers’ needs or specified rules  Difficulties in accessing tools  Confusion where different versions of the tool are present simultaneously  Staff Organisational  ePortfolio support material not adapted to teachers’ needs  Regulations confusing educators and/or teachers about their role or required actions  Co-existing competitive activities (ePortfolio for employability and ePortfolio for assessment)  State  Policy makers  Director of education  Headteacher Presentation of my three groups of tensions among the three case studies
  • 20. Interactions between the groups of participants, based on Singh and Ritzhaupt, (2006)
  • 21. ‘Being together’ ‘Doing alone’ ‘Doing together’ Tool ObjectSubject Rules Community Division of labour ‘Negotiating together’ CHAT model and the different forms of collaboration (FoC), based on Sundaramurthy et al. (2016)
  • 22. ‘Being together’ ‘Doing alone’ ‘Doing together’ Tool ObjectSubject Rules Community Division of labour ‘Negotiating together’ CHAT model and the different forms of collaboration (FoC), based on Sundaramurthy et al. (2016)
  • 23. ‘Being together’ ‘Doing alone’ ‘Doing together’ Tool ObjectSubject Rules Community Division of labour ‘Negotiating together’ CHAT model and the different forms of collaboration (FoC), based on Sundaramurthy et al. (2016) FoC 1 Zone of Proximal Development FoC 3 Reification FoC 2 Community of Practice (CoP) FoC 4 Negotiation of meaning
  • 24. ‘Being together’ ‘Doing alone’ ‘Doing together’ Tool ObjectSubject Rules Community Division of labour ‘Negotiating together’ CHAT model and the different forms of collaboration (FoC), based on Sundaramurthy et al. (2016) FoC 1 Zone of Proximal Development FoC 3 Reification FoC 2 Community of Practice (CoP) FoC 4 Negotiation of meaning
  • 25. « Convergence » principle Digital identities Personal Learning Environment (PLE) (Manage) Social Networks (Connect & Share) ePortfolio (Collect, Select, Reflect, Present, Share) Open Badges Socio-historic approach of the digital identities Based on Ittelson, J. C. (2001) ‘Building an E-dentity for Each Student’, Educause Quarterly, 24(4), pp. 43–45 And Jan, D.-A. (2016) ‘Bridging Open Badges and ePortfolio in a PDP ecology’, One step further, Education.
  • 26. ePortfolio practices eP practice is dynamic process [5] PDP after one year at the work place [3] Job hunting [1] Showcase for a summer job [4] Mid course view of personal learning outcomes [2] End of course assessment eP practice eP practice eP practice eP practice eP artefacts eP artefacts [1] to [5] exemples of ePortfolios with different goals
  • 27. ePortfolio practices eP practice is dynamic process [5] PDP after one year at the work place [3] Job hunting [1] Showcase for a summer job [4] Mid course view of personal learning outcomes [2] End of course assessment eP practice eP practice eP practice eP practice eP artefacts eP artefacts [1] to [5] exemples of ePortfolios with different goals
  • 28. Keypoints on eP transfer • Internal and external variables impact negatively the transfer of eP as a product • Although teachers claim having stopped their taught eP practice evidence show that some practice remain being used • Teachers are ready to continue and develop their eP practice if • They collaborate and comment on each other work / achievement • They become part of a CoP • The CoP has to be imposed by the institution • Resource must be provided by the institution (time, support, tools, …) • Formal and non formal learning, soft-skills, are valued, rewarded, promoted (champion) • The continuity of eP practice is fostered at the start of teacher education
  • 29. A new ePortfolio project in nursing education in Switzerland (2019-2023) • Master of Art • 2/3 f2f • 1/3 distance • Negotiation of meaning with the different eP stakeholders • Building a common representation of the ‘object’ (boundary object) “entities that can link communities together as they allow different groups to collaborate on a common tasks” (Wenger, 1998) • Building an ecology of badges to foster collaboration inside the CoP of learners
  • 30. A new ePortfolio project in nursing education in Switzerland (2019-2023) • Openbadges • Formal learning recognition • Recognition and promotion of non-formal and soft skills • Development of badges by the learners to • badge the institutions • badge their peers • badge the content • badge the tutors | educators | mentors • CoP • Intersection of the educator’s CoP and the learners’ CoP • Preparation of 24 months (Pilot)
  • 31.

Hinweis der Redaktion

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