- 1. Using ePortfolio as Web 2.0 toolUsing ePortfolio as Web 2.0 tool to foster reflective learningto foster reflective learning Slobodan Beliga, mag. inf.Slobodan Beliga, mag. inf. email@example.com Department of Informatics, University of Rijeka Radmile Mateji 2, 51000 Rijeka, Croatia http://www.inf.uniri.hr Personal & Shared Strategies for Teachers in Web 2.0 Linz, 2013.
2. Department ofDepartment of InformaticsInformatics, University of Rijeka Croatia http://www.inf.uniri.hr New building at University Campus Trsat Division of Multimedia systems and e-learning Department of Informatics, University of Rijeka Radmile Mateji 2, 51000 Rijeka, Croatia http://www.inf.uniri.hr 3. PSST 2013, Linz OutlineOutline 3 4. PSST 2013, Linz IntroductionIntroduction new approaches in technology enhanced learning student-centred teaching model reflective learning Web 2.0 tools and services (Anderson, 2007) 4 5. PSST 2013, Linz IntroductionIntroduction 5 6. PSST 2013, Linz IntroductionIntroduction web based learning management system (LMS) integrates tools needed for all activities performed by teachers and students limitation: used mostly by teachers to publish their course materials for online testing of students' knowledge for forum discussions (Sclater, 2008; Oliveira & Moreiraz, 2010) 6 7. PSST 2013, Linz IntroductionIntroduction The new generation of LMSs include some Web 2.0 tools wiki or blog other popular Web 2.0 tools for social networking, collaborative writing, media sharing, social bookmarking, etc. 7 greater motivation 8. PSST 2013, Linz IntroductionIntroduction disadvantage of the use of Web 2.0 tools students' contributions are distributed all over the web students create a large number of artefacts that they share with teachers and other students who are enrolled in a specific course (Bubas et al., 2011; Oliveira & Moreiraz, 2010) 8 9. PSST 2013, Linz IntroductionIntroduction ePortfolio integrate presentation of the students artefacts with course materials published by the teachers promotes social networking by creating groups of connecting students and forum discussions as well as reflective learning by using blog tools as an electronic diary. 9 10. PSST 2013, Linz IntroductionIntroduction ePortfolio The students work collected in ePortfolio could demonstrate students: effort, progress and learning Teacher: tool for assessing students learning process and outcomes 10 11. PSST 2013, Linz IntroductionIntroduction ePortfolio is considered as a powerful tool for learning and assessment. 11 12. PSST 2013, Linz IntroductionIntroduction Work-in-progress with the aim to identify ePortfolio as: Web 2.0 tool that enables learning according to reflective learning paradigm Supporting tool for teachers in the process of student's assessment 12 13. PSST 2013, Linz ConstructivismConstructivism Constructivism theory of learning Fundamental determinants of constructivism Learning is constructed Learning is active Learning is reflective Learning is collaborative Learning is based on the research learning is gradually developing 13 http://www.youtube.com/watch?v=QaOQPac4ifk 14. PSST 2013, Linz Reflective learning paradigmReflective learning paradigm Learning is reflective Students reflect on their own experiences. This process makes them experts in their own learning. The teacher should create activities that lead students to reflect on their previous knowledge and their experience. It is necessary to talk about what was learned and how it was learned. 14 15. PSST 2013, Linz BackgroundBackground Course Teaching Methods in Information Science 10-25 senior students in the graduate program in Computer Science major at the Department of Informatics, University of Rijeka Students are future elementary and high-school teachers Implementing various teaching and learning approaches to Computer Science lessons Using of various ICT tools in education and to the basics of instructional design Blended learning model since 2004/2005 15 16. PSST 2013, Linz Blended learning modelBlended learning model Combining f2f learning activities with online activities using LMS Course activities are designed according to different learning paradigms: behaviorism, cognitivism, and constructivism Independent learning, online discussions and problem-based learning (PBL) 16ePIC 2011 - 9th International ePortfolio & Identity Conference 17. PSST 2013, Linz New approachNew approach Since 2009-2010 the innovation of existing learning model into two directions: e-learning 2.0 approach: combining LMS with applications available on the web that will enable organization of collaborative activities, reflective learning that will help students to gain deeper understanding of subject matter Introducing to students various open source Web 2.0 tools and other software tools for using in schools 17 18. PSST 2013, Linz Features of ePortfolioFeatures of ePortfolio Offers technological and pedagogical shift from closed Moodle LMS environment towards Web 2.0 tools Helps to integrate presentation of the students artefacts together with the teachers course materials Promotes collaboration and social networking (creating groups, sharing views, forum) Promotes reflective learning (blog as electronic diary) Supports teachers in evaluating students' work 18 19. PSST 2013, Linz MaharaMahara Open source product Features like resume builder, weblog, and social networking system for creating online communities Integration with Moodle LMS 19 20. PSST 2013, Linz MaharaMahara 20 21. PSST 2013, Linz Sharing artefactsSharing artefacts ePortfolio consisting of multiple views with different combinations of artefacts Control over who can access the views Private ePortfolio group for students and teachers to ensure collaboration and sharing of artefacts All members have permissions to access the views of other members 21 22. PSST 2013, Linz PPrivate ePortfolio group forrivate ePortfolio group for students and teachersstudents and teachers 22ePIC 2011 - 9th International ePortfolio & Identity Conference 23. PSST 2013, Linz Learning activities 1/2Learning activities 1/2 1. Defining learning objectives for chosen teaching unit from a computer science course according to the Bloom's taxonomy 2. Creating a conceptual maps using CmapTools software toolkit 3. Developing a short course in Moodle LMS 4. Creating quizes using HotPotatos 5. Creating an animated lesson for class using GoAnimate 23 24. PSST 2013, Linz Learning activities 2/2Learning activities 2/2 6. Taking Teaching Perspectives Inventory (TPI) questionnaire 7. Methodological practice in computer science in elementary and high schools attending exemplary teaching class hours delivered by mentor individually prepare (using written preparation form) and deliver at least one class hour 24 25. PSST 2013, Linz Example IExample I Defining learning objectives for teaching unit Hardware and Software from a computer science course according to the Bloom's taxonomy 25 Revised Bloom Taxonomy 26. PSST 2013, Linz Joseph D. Novak Example IIExample II Creating a conceptual maps using CmapTools software toolkit 26 27. PSST 2013, Linz Example IIIExample III Developing a short course in Moodle LMS 27 28. PSST 2013, Linz Example IVExample IV Creating quizes using HotPotatos 28 29. PSST 2013, Linz Example IVExample IV Creating quizes using HotPotatos 29 30. PSST 2013, Linz Example VExample V Creating an animated lesson for class using GoAnimate http://goanimate.com/videos/0uyqHG_D_2EU?utm_source=linkshare 30 31. PSST 2013, Linz Student's ePortfolio elementsStudent's ePortfolio elements 1. Personal profile (CV or resume) 2. Repository of materials consisting of following artefacts: interpretation of their Teaching Perspectives Inventory (TPI) test results, learning objectives list and conceptual maps URL of Moodle course and animated lesson HotPotatos tests, preparation form for one-hour lecture held school 1. Learning diary form of blog with reflections on the accomplished tasks (including impressions about ePortfolio) 31 32. PSST 2013, Linz EE-portfolio view of a learning diary-portfolio view of a learning diary 32ePIC 2011 - 9th International ePortfolio & Identity Conference 33. PSST 2013, Linz EE-portfolio view of a learning diary-portfolio view of a learning diary 33 34. PSST 2013, Linz View aboutView about methodological practicemethodological practice 34 35. PSST 2013, Linz GradingGrading Points from the several mandatory elements: Final grades: Conceptual maps 20 Moodle course 30 HotPotato tests 20 ePortfolio (instead of writen or oral final exam ) 20 goAnimate 10 TOTAL 100 F - failed (1) 0-49 E - satisfactory (2) D - satisfactory (2) 50-59 60-69 C - good (3) 70-79 B - very good (4) 80-89 A - excellent (5) 90-100 35 36. PSST 2013, Linz Student'sStudent's satisfactionsatisfaction Usefulness of ePortfolio tool for organizing artefacts related to the course Advantage of the social networking that enabled them sharing and communication with teachers and peers Feedback for created materials, reflections about the process of their development, and reading about other students' experiences Digital representation of all achievements during the semester at the end of the course 36 37. PSST 2013, Linz ConclusionConclusion Most of the students accepted ePortfolio quite well Students' satisfaction with ePortfolio brings hope that they will continue to utilize its advantages in their (lifelong) learning and promote the use of this educational tool in Croatian schools as future teachers 37 38. PSST 2013, Linz Future plansFuture plans Introducing more Web 2.0 tools appropriate for e- learning in schools Facilitating and increasing the collaboration and communication among studen