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How e-portfolio’s are changing practice. ALT/ILTA/SURF Spring Conference 2005 Dublin, 31 March 2005 Alex Kemps Educational Advisor INHOLLAND University. Structure of presentation. Case study INHOLLAND University Portfolio as an icon of educational innovation - PowerPoint PPT Presentation
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How e-portfolio’s are changing practice
ALT/ILTA/SURF Spring Conference 2005
Dublin, 31 March 2005
Alex Kemps
Educational Advisor
INHOLLAND University
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Structure of presentation
Case study INHOLLAND University
1. Portfolio as an icon of educational innovation
2. Context of the portfolio implementation
3. Effect of strategical choices
4. Effects of broad portfolio implementation
5. Crowbar or factotum?
6. Three scenarios for portfolio
7. Portfolio assessment
8. Study-monitor system
9. Changing of the instructor’s role
10.Necessity of cooperation
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Portfolio as an icon of educational innovation -1-
The portfolio as an icon for the development towards:
-Development oriented education
-Reflective education
-Competence-based education
-Constructivistic education
This is the turn INHOLLAND University wants to make
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Portfolio as an icon of educational innovation -2-
One educational concept for all Schools of INHOLLAND
Development towards competence-based education with portfolio in
broad majors with university-wide options for minors, therefore:
-One educational concept for the whole University
-With one introduction path
-And supported by one organisation and ICT-structure
Option to use one system for a digital portfolio.
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Context of the portfolio implementation
2002
-INHOLLAND University comes into being from the merger of four
institutions
-Reorganisation of 35 units into 15 Schools
2003
-One university plan and one educational concept
-Chosen for broad majors (bachelors) and Schools-exceeding minors
2004
-Implementation competence-based education with portfolio for all
first-year-students
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Effect of strategic choices -1-
Internally
-Logistic change
-Education and Exam Regulation
-Student satisfaction research
-Employees satisfaction research
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Effect of strategic choices -2-
Externally
-Negative publicity on the basis of reactions of employees and
students
-Positive accreditations
-Positive reactions of other institutions and Department
-Positive reactions to ICT-infrastructure and portfolio system
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Effect of strategic choices -3-
Strength
Weakness
Opportunities
Threats
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Effects of broad portfolio implementation -1-
Schools
-Enthusiasm for on-line system (experience)
-Tense about availability portfolio (loyal)
-In search of possible applications portfolio (sympathetic)
-Reserved about educational innovation (expectantly)
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Effects of broad portfolio implementation -2-
Tutors
-Especially developers have plans with dpf
-Applications are mainly sought in study coaching
Heads/managers
-Choose dpf as a recognizable aspect of cbe
-Application explicitly in management contract
Board of Governors/ dept. of Education, Quality and R&D (EQR)
- Dpf to support the development towards cbe
- Use as a crowbar or as a factotum?
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Crowbar or factotum?
Two points of departure with the development of dpf:
1. The system must be applicable
The dpf to be built must be applicable, even if the development towards
competence-based education is only partly completed.
2. The system must guide the development
‘Three scenarios for portfolio’
Tool to both be forthcoming to Schools and guide the development of
competence based education.
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Three scenarios for portfolio
Application of
Portfolio with:
Mark of
Education:
Link of portfolio-papers
to:
1 Coaching SLB-line SLB-discussions
2 Coaching and
Assessment
Integrated
education
Integrated
assessments
3 Coaching and
assessment and
planning
Question-oriented
education
Competence
testing
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Portfolio assessment -1-
First application especially with study coaching
-14 Schools start in scenario 1
-1 School starts in scenario 2
Two core questions with the through-development of competence –
based education:
-How to give portfolio implementation more meaning?
-How to realize integration of the education?
Portfolio can substantially contribute to this challenge.
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Portfolio assessment -2-
Support of the initiation and development of integrative tests with
portfolio:
-Formatively and/or summatively (binding study advice)
-Helps the student to get an idea of competence-based development
-Helps developers’ teams with adjustment and integration of the
curriculum
Result:
>>continued growth towards scenario-2 for portfolio
>>portfolio as a process-tool
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Study monitor system
Parallel development of PeopleSoft Student System (PSVS) and Digital
portfolio (DPF)
PSVS
-Registration on the basis of marks
-University-wide frameworks for educational units and number of
summative tests
DPF
-Recording approved essays and proof materials
-Qualitative file formation
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Changing of the instructor’s role
HRM: reflection of development towards competence-based education
-Performance and competence management
-IPOP, performance and assessment interviews
-Tutor task becomes explicit in seven roles
Is implementation of portfolio significant here?
- As a support of the educational change
- As a support with professionalisation
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An exercise: My portfolio
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An exercise: My first essay
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Necessity of cooperation
The turn towards competence-based learning within the INHOLLAND
context requires cooperation:
-Programmes develop broad majors (bachelors) together
-Education is developed by teams
-Tutors get roles in the educational process
-Peer and expert feedback contribute more and more to learning
Besides, tutors and employees work regularly in various teams.
This demands much from the adaptibility of tutors, employees. A
portfolio can help them with this development.
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Conclusions
1. INHOLLAND University has an unambiguous context
2. The broad portfolio implementation starts on a modest scale as a
support of study coaching
3. The integrative portfolio assessments are expected to be able to
support both the integration and the significant use of portfolio
4. It is expected that tutors and employees can also benefit from the
use of their own portfolios
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