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Pauline Roberts
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Using ePortfolios to facilitate the development of reflective skills in
preservice teachersPauline RobertsEdD Candidate
Murdoch [email protected]
ePortfolio Forum 2012
Background and Context:Perth metropolitan university.4th Year Bachelor of Education students.Difficulty in developing specific reflections.Needed to complete and Action Learning
Project but were unsure where to start.ePortfolio platform was introduced as means
of recording and presenting research.Resistance by the students to the project and
the technology.
Research Question 1:
What impact does engagement in the ePortfolio environment have on the level of students' reflection?
Research Question 2:
How effective are the prompts and reflective learning activities provided in the environment in increasing engagement and developing students’ reflections?
Research Question 3:
What strategies are most successful in developing reflective interactions amongst students and why?
Overall Framework:
In what ways can an ePortfolio platform provide an environment for the scaffolding of the development of reflection in pre-service teachers in a University environment?
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ACTION RESEARCH
DESIGN-BASED RESEARCH
Enculturation Teaching Model:
Tishman, Jay and Perkins (1993)
Framework for Teacher Reflection:
Colton and Sparks-Langer (1993)
What was implemented:Within the PebblePad platform,
prompts were placed in the “Gateway Blog”
Students were asked to complete, comment and interact.
Data collected via blog posts, focus group interviews, online survey, individual interviews, document analysis and learning analytics.
Cycle 3: Focus on learning the new platform.Review of previous experience.
Prompts to encourage interaction.Focus on first submissions
Cycle 3:Prompts Focus Comments
A reflection on teachers
[3] Prior experience, personal values
Yes - feedback
Something to talk about
[2] Interactions – set up groups No
Reflective Journal as a Blog
[3] Scripts No but 104 blogs
Plan/Rationale Outline Assessment [1] & [2] Yes - questions
Adding Ethics Checklist
Assessment Yes – questions
Time to refine [3] review of all aspects No
Progress Report Outline
Assessment [1] & [2] Yes – feedback
Uploading Evidence Assessment [3] Yes - questions
Result:Platform being used
Usage Stats in platformAssessment tasks in formatBUT
Comments not being madeDiscussion not happening
Changes made:Questions added to the assets to direct the discussion
Reference added to the prompts to show strength of theory and allow follow up if desired
Cycle 4:
Consolidating the platform and the process.
Cycle 4:Prompts Focus Comments
Reflective writing review
[2] & [3] content and scripts No
Outline of the 4R’s [2] Levels of writing Yes- feedback
Video Review [2] constructing meaning No
Verbal 3-Step Framework
[1] Plan, implement, review No
Reflective Journal Review
[2] & [3] No
Conclusion Questions Assessment [1] Evaluating No
Final Report Assessments [1], [2] & [3] Yes- questions
Attachments Assessments Yes - questions
Current conclusions:Prompts were read by the students
but not acted upon unless directed towards assessment.
Interaction was happening in other forums.
Students still resistant to new technology, especially in the final year.
Results overall still alter across the cohort.
Fewer questions than previous years.
Where to now:Finalise the data collection.Review which prompts worked and
why.Outline an environment that may be
able to be applied in other platforms.Make changes to implement in 2013.
References:Colton, A. B., & Sparks-Langer, G. M. (1993).
A Conceptual Framework to Guide the Development of Teacher Reflection and Decision Making. Journal of teacher education, 44(1), 45–54.
Phillips, R., Kennedy, G., & McNaught, C. (2011). Evaluating e-learning: Guiding research and practice. New York: Routledge.
Tishman, S., Jay, E., & Perkins, D. N. (1993). Teaching Thinking Dispositions: From Transformation to Enculturation. Theory into Practice, 32(3), 147–153.
Further information:Pauline RobertsMurdoch [email protected][email protected] 447 832paulinekroberts.com#paulinekroberts