1. Using social media for portfolio-based assessment of learning outcomes in informatics Mart Laanpere, KairiAinjärv Tallinn University, Estonia

2. The status of informatics in the national curriculum in Estonia 1986: programming as “the second literacy” (plenum of Communist Party) 1996: the first national curriculum, informatics as an elective subject and ICT as a cross-curricular theme 2002: new national curriculum, cross –curricular theme ‘ICT and media’ 2002-2005: national tests of ICT literacy for 9th grade

3. The “new informatics” 2011 New national curriculum 2011: informatics as an elective subject Grade 6: learning with computers Grade 9: information society technologies Grade 10: using computers for inquiry Grade 11: basics of programming Compulsory: portfolio-based assessment of learning outcomes in informatics Cross-curricular theme ‘Technology & Innovation’, project-based learning

4. Expected learning outcomes (G6) Navigates in user interface Publishes documents in various formats Finds and re-uses Web content Stores, copies and archives the files Creates presentations Represents data using tables and diagrams Is aware of health-related threats Protects her online privacy and identity

5. E-portfolio A portfolio is a collection of work that a learner has collected, selected, organized, reflected upon, and presented to show understanding and growth over time. Additionally, a critical component of a portfolio is the combination of a learner's reflection on the individual pieces of work (often called artifacts), as well as an overall reflection on the story that the portfolio tells. (Barrett, 2006)

6. Portfolio software Portfolio modules within Learning Management Systems (e.g ANGEL, Moodle): closed, expensive, complex Portfolio systems (e.g. Mahara, Elgg): server hosting issue DIY Personal Learning Environment with social media: blog (Wordpress.com, blogspot.com), wiki, MySpace, Google

7. Research questions What are the advantages and disadvantages of e-portfolio as a method and tool for assessing the learning outcomes in basic school informatics course? What are the suitable evaluation criteria and procedures for informatics-related e-portfolios based on social media? What are advantages of Elggvs self-selected social media tools as the basis for creating learner portfolios? How should Elgg be adapted in case one plans to use it as a platform for building e-portfolios in school settings?

8. Method and sample Comparative action research in two rural schools: concept, platform, pilot course, assessment of learning outcomes Kairi works as informatics teacher in both Two groups of 8th grade students: 14 + 25 One group was allowed to select their own tool for creating e-portfolio, the other group was using Elgg 4 weeks testing period

9. Results Approximately similar amount and frequency of posts/evidences in portfolios No differences between boys and girls Self-selected: blog (6), Google Sites (3), rate.ee (3), box.net (2) Elgg: 230 posts (most done in lessons), 26 completed portfolios (out of 34) Elgg users needed significantly more help/scaffolding in the beginning

10. Results Peer assessment of portfolios based on rubric developed by teacher:

11. Conclusions If Elgg or Mahara hosting is an issue for school, DIY social media portfolios are a viable solution Assessment rubric helps to assess portfolios Elgg needs adaptations: a separate portfolio page, learning outcomes as categories that can be added to postings and files, summary page for teacher