Evaluating if ePortfolios foster creativity
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Can ePortfolios foster creativity? An evaluative study in a professional development context
Muireann O'Keeffe Kevin C. O'Rourke
Roisin Donnelly
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ePortfolio 10 ECTsEvidence of • Work on each module• Reflection and review • Learning journey that
occurs beyond the classroom.
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Evaluation of
ePortfolios
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Initial Evaluation
Did we provide appropriate support for students in evidencing their learning journey?
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Initial Study
• ePortfolio analysis • Student presentations of ePortfolios
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Concerns arising
Personalisationindividuality
MultimediaDigital
artefacts Deep
Reflection
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Investigation of creativity
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Importance of creativity
• Higher education needs to see creativity within the important role it plays in preparing people for an uncertain and ever more complex world of work; a world that requires people to utilise their creative as well as their analytical capacities.
(Jackson 2006)
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3 Abilities for creative success
• analytical abilities – to analyse, evaluate, judge, compare and contrast
• practical abilities – to apply, utilise, implement and activate
• creative abilities – to imagine, explore, synthesise, connect, discover, invent and adapt.
(Sternberg & Lubart , 1995)
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Reflective practice
Creativity is the • ability to reflect to learn from and make sense
of experienceJackson (2006)
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4 Ps of creativity
(Craft, 2011)
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• Diversity of representation/media types
• Enabling play Tinkering!
• Sharing and learning with peers
• Exploration/ identifying passions, interests and gifts
Pluralities Playfulness
ParticipationPossibilities
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Can ePortfolio foster creativity?
• Lastly– literature establishes that technology can support
creativity (Donnelly & Barrett, Tosh et al)
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Next stage of evaluation........
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We needed to examine:
• Was creativity encouraged?• How did we support creativity?• Were there barriers to creativity?• Was the ePortfolio tool suitable for supporting
creativity?• Did assessment criteria support creativity?
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What did the students think?
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Findings
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The ePortfolio tool
• ePortfolio tool - issues with usability of the software, technical skills of students “Conquering the interface was a challenge”
• But ...............“To be creative is to find ways around barriers,
and it [Mahara] is flexible enough to find ways around it”
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Participation
Developing Learning Networks
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Play, Pluralities, Possibilities
• Technical barriers Mahara“You need a playground with good toys to play
effectively, [Mahara is not] not a well funded playground “
• Other tools used (WordPress, Yola, Blogger)• Use of diverse types of media• Tagging: linking to other knowledge
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When asked if ePortfolio was a creative process...............
Creativity did not seem to be the word associated with the ePortfolio
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• Was creativity encouraged?
• How did we support creativity?
• Was the ePortfolio tool suitable for supporting creativity?
• Did assessment criteria support creativity?
Not really :(
Could be improved!
Not very well
Changes needed!
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Implications
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ePortfolio module redesign
Changes to assessment criteria
Criteria to emphasise • Continuing learning journey• Deep reflection• Use of diverse types of media
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Introduction of ePortfolioConcept
ual notion
of ePortfoli
o
Training/support in use of software
Successful development of eportfolio
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Strategies to induce creativity
Student to learn about themselves
If young people become involved in what they enjoy, the foundations for creativity will be in place
(Csikszentmihalyi, 2006)
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Gibbs cycle of reflection
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Introduce the 4 Ps
– Play with different media development tools– Participate with peers , viewing of previous
students ePortfolios – Support reflection
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Software support
“The need to be in control of the medium” (Robinson, 2001)• Students gaining ‘threshold’ skills using the
ePortfolio tool• Peer support & tutor support
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Learning to Learn
Critical thinking
Reflection
Support of ePortfolio tool
Playing with Media
Collaboration
Creativity
Evaluation