Mighty Mahara!? The role of self-organized leanring within the context of ePortfolio software Mahara...
-
Upload
thomas-strasser -
Category
Education
-
view
405 -
download
0
description
Transcript of Mighty Mahara!? The role of self-organized leanring within the context of ePortfolio software Mahara...
Mighty Mahara!? The role of self-organized learning within the context of
Mahara ePortfolio @ Vienna University of Teacher Education.
Dr. Thomas Strasser & Harald Knecht, MA @ EPIC2012, July 9-11, 2012@thomas_strasser|www.eportfolio.or.at|www.learning-reloaded.com
Vienna University of Teacher Education
Course “ePortfolio“
Self-organized learning for student teachers and professors
differentiated, systematic reflection
individual learningprogress
self-reflectionstrengths/weaknesses
self-organized Learning as part of LifeLongLearning(cf. Hornung-Prähauser et. al. 2008)
Why Mahara?
?
cf. Meyer, Thorsten et. al (2011); Himpsl (2010)
*Image by 41247051@N00 via Flickr
A portfolio is a purposeful collection of student work, that exhibits the student's efforts, progress and achievements in one or more
areas. The collection must include student participation in selecting content, the criteria for selection, the criteria for judging merit and
evidence of student self-reflection. (F. L. Paulson, P. R. Paulson, & Meyer, 1991, S. 60)
*Image by 87838561@N00 via Flickr
3 basic types of (e)Portfolios(Baumgartner, Himpsl, Zauchner 2009)
1. Reflection portfolio
2. Development portfolio
3. Presentation portfolio
The lecturer as „role model“
contact details (communication)contact details (communication)
short CV (presentation)short CV (presentation)
Google Docs, YouTube, etc.(sharing, collaboration)Google Docs, YouTube, etc.(sharing, collaboration)
Twitter Feeds (communication)Twitter Feeds (communication)
synchronize blogs (communication)synchronize blogs (communication)
professional development (presentation)professional development (presentation)
milestones (credits @khimpsl) (development)
milestones (credits @khimpsl) (development)
synchronized reading list(communication sharing)
synchronized reading list(communication sharing)
sharing materialsharing material FlickR UpdateFlickR Update
The student teacher as a „role model“
presentationpresentationshort CVshort CV
PRESENTATION PORTFOLIO
Strengths and weaknesses (cf. self-organized learning)
communication/collaboration (groups/forums=>working language English and German) information
communication/collaboration (wall)
*Image by 41247051@N00 via Flickr
ePor
tfolio
STE
P-BY
-STE
P
Steps for an implementation
communication/collaboration (incl. reflection)
task –based reflection
basics (contact, details, bio, etc.)
performance and collaboration
finding EFL-topics autonomously (self-organized learning process)
reflective, task-based writing process (EFL)
possibility of supportive, constructive feedback.
collaboration/reflection
intensive reflection
Gazette: idea: Murphy, E.-M. (2011)
systematic, self-reflection and development of learning process (cf. Self-organized learning
GAZETTE (development and reflection portfolio)
collaboration
rising awarenessreflection/development
learning progress (cf. self-organized learning)
*Image by 24500807@N04 via Flickr
The reflective process
DIGITAL FOLDER (development and reflection portfolio
Task-based reflections(development/reflection)
Supportive feedback by professors(reflection/development)
*Image by 40424103@N03 via Flickr
The research project (2 years, started winter term 2011/12)
*Image by 37451177@N03 via Flickr Survey winter term 2011/2012
Survey winter 2011/12
• N=76• Student teachers 1st and 3rd semester• Student teachers 1st semester (start Mahara)• Student teacher 3rd semester (3 semesters with
Mahara)• Student teachers lower secondary
schools/elementary schools
Mahara is a simple tool (technical POV)
1. semester 3. semester
Main problems with: uploading a document and managing author rights
verbal feedback (1st and 3rd semester)
• complex structure• how does Mahara basically work?• a manual would be of great help!• access• time-consuming
If you were to decide whether the university should continue with Mahara or not, how would you decide?
student teachers (elementary school 1st semester)
student teachers (elementary school, 3rd semester)
continue26%
not continue
74%
If you were to decide whether the university should continue with Mahara or not, how would you decide?
Student teachers lower secondary school (3rd semester)
*Image by 80639080@N00 via Flickr
ePortfolio in a nutshell …
*Image by 14556286@N02 via Flickr
responsibility for professional development
*Image by 57174138@N00 via Flickr
*Image by 48671183@N00 via Flickr
self-organized management of professional performance
*Image by 25884936@N00 via Flickr
students initiate own learning process
*Image by 45785814@N08 via Flickr
continuous use of English as working language
*Image by 58679537@N00 via Flickr
systematic reflection of work in progress (cf. self-organized learning)
*Image by 95807910@N00 via Flickr
continuous communication/collaboration
*Image by 7976040@N06 via Flickr
learning diary (adapt it to the needs)
*Image by 16615213@N00 via Flickr
technical problems, technophobia?
Thank you for your attention!
• Thomas Strasser & Harald Knecht• [email protected]• [email protected]• www.eportfolio.or.at, www.learning-reloaded.com • @thomas_strasser
Questions appreciated!
References• BAUMGARTNER, Peter, Himpsl, Klaus und Zauchner, Sabine (2009). Einsatz von E-Portfolios an
(österreichischen) Hochschulen: Zusammenfassung - Teil I des BMWF-Abschlussberichts “E-Portfolio an Hochschulen”: GZ 51.700/0064-VII/10/2006. Forschungsbericht. Krems: Department für Interaktive Medien und Bildungstechnologien,
• BAUMGARTNER, Peter; „Eine neue Lernkultur entwickeln: Kompetenzbasierte Ausbildung mit Blogs und E-Portfolios“. In: HORNUNG-PRÄHAUSER, Veronika; LUCKMANN, Michaela; et. al. (Hrsg.) (2008). „Selbstorganisiertes Lernen im Internet. Einblick in die Landschaft der webbasierten Bildungsinnovationen. Innsbruck: Studienverlag, S.88-92. Donau Universität Krems.
• HILZENSAUER, Wolf; BUCHBERGER, Gerlinde: „Mehr Selbstwert für junge Menschen durch E-Portfolios?“ In: HORNUNG-PRÄHAUSER, Veronika; LUCKMANN, Michaela; et. al. (Hrsg.) (2008). „Selbstorganisiertes Lernen im Internet. Einblick in die Landschaft der webbasierten Bildungsinnovationen. Innsbruck: Studienverlag, S. 116-121.
• HIMPSL, K. (2010). E-Portfolios in berufsbegleitenden Studiengängen zu Neuen Medien. Medienpädagogik, 18 (Neue Medien und individuelle Leistungsdarstellung – Möglichkeiten und Grenzen von ePortfolios und eAssessments). Abgerufen am 28. Februar 2011 von http://www.medienpaed.com/18/himpsl1004.pdf.
• HIMPSL-GUTERMANN, Klaus, & BAUER, Reinhard (2011). Kaleidoskope des Lernens. E-Portfolios in der Aus- und Weiterbildung von (österreichischen) Lehrerinnen und Lehrern. zeitschrift für elearning, lernkultur und bildungstechnologie, (Heft 3/2011 - 6. Jahrgang), 20-36.
• HORNUNG-PRÄHAUSER, Veronika; LUCKMANN, Michaela; et. al. (Hrsg.) (2008). „Selbstorganisiertes Lernen im Internet. Einblick in die Landschat der webbasierten Bildungsinnovationen“. Innsbruck: Studienverlag
• HORNUNG-PRÄHAUSER, Veronika; WIEDEN-BISCHOF, Diana: „Selbstorganisiertes Lernen und Lehren in einer digitalen Umwelt: Theorie und Praxis zu E-Portfolios in der Hochschule“. In: HUGGER, Kai-Uwe; WALBER, Markus (2010) (Hrsg.) Digitale Lernwelten – Konzepte, Beispiele und Perspektiven. S. 245-268. Wiesbaden: VS Verlag.
References• KÖHNE, S. (2005): „Didaktischer Ansatz für das Blended Learning: Konzeption und Anwendung
von Educational Patterns“. Dissertation. In: http://opus.ub.uni-hohenheim.de/volltexte/2006/123/pdf/Koehne_EducationalPatterns.pdf, (letzter Zugriff: 9. Februar 2008
• MEYER, Torsten; MAYRBERGER, Kerstin; et. al. (2011). „Kontrolle und Selbstkontrolle – Zur Ambivalenz von E-Portfolios in Bildungsprozessen“. Wiesbaden: VS Verlag.
• MURPHY, Ellen-Marie (2011). Mahara Cookbook 1.4. Over 50 recipes for using Mahara for training, personal and educational purpose. Birmingham: Packt Publishing.
• PAULSON, F. L., PAULSON, P. R., & MEYER, C. (1991). What makes a portfolio a portfolio? Educational Leadership, Heft 5 (Jahrgang 48), 60-63.
• REINMANN, G. (2005). Blended Learning in der Lehrerbildung: Grundlagen für die Konzeption innovativer Lernumgebungen. Lengerich: Pabst Science Publishers
• REINMANN, Gabi; „Selbstbestimmung und Selbststeuerung“. (2011) In: Kontrolle und Selbstkontrolle – Zur Ambivalenz von E-Portfolios in Bildungsprozessen. Wiesbaden: VS Verlag.
• REINMANN-ROTHMEIER, G. (2003): „Didaktische Innovation durch Blended Learning: Leitlinien anhand eines Beispiels aus der Hochschule“. Hans Huber, Bern u.a.
• SAUTER W. & SAUTER A.M. (2002): „Blended Learning: Effiziente Integration von E-Learning und Präsenztraining“. Luchterhand, Neuwied u.a.
• VOLKMER, R. (2003): „Blended Learning: Synergieeffekte durch den richtigen Methoden- und Medienmix“. In: Wissensmanagement. 2003. Jg. (2003) Nr. 1, S. 19-21
images
• Foto „Uhr auf silbernem Tablett“ von Coniaric (some rights reserved)
• Foto Ordner „Ordnung ist das halbe Leben …“ von Heinz-Hasselberg (some rights reserved)
• Foto Lehrplan „künstl. Nahaufnahme Buchseite“ von E. Flux (some rights reserved)
• Tastaturknopf „at“ von Knipsermann (some rights reserved)