SURF NL Portfolio Windesheim University of Applied Sciences Developments in higher education Wijnand Aalderink e-portfolio: Life long promises for learning?! Movement towards student centred and competence based education Attention for employability and life long learning Developments in society Focus circles Rich and dynamic topic Lots of perspectives Educational e-portfolio Technical Organization Educating the Net Generation Students process informaton in a different way Students communicate in a different way Students learn in a different way Research 1
Lessons Learned in e-portfolio Implementation LESSON 1: Pedagogy comes first LESSON 2: Clear definition of goals and results is important LESSON 3: Maintaining multiple stakeholders perspectives is vital LESSON 4: Support by management is crucial LESSON 5: Functional and technological support is also crucial LESSON 6: Technical choices matter too e-portfolio under pressure! Under pressure of life long learning ambitions Under pressure of personal learning environment Under pressure of implementation pains in institution Tension? Contradiction? Pedagogical processes Administrative processes Digital Me (students allready have IT and digital identity) Digital Organization (provide an e-framework for organizational and pedagogical issues) Defining e-portfolio s: what are we talking about? IMS Specifications E-Framework reference models Lots of classifications and forms of portfolio thinking How can we channel this? 2
eportfolio Functions ELI Papers - Ittelson and Lorenzo (2005) eportfolio Overview Student ep Teaching ep Institutional ep for.. planning, documenting, tracking development, job finding, course evaluation, monitoring and evaluating performance, etc. eportfolio - Functions Angela Baker EIfEL - EU Porfolio(2004) Learning or Reflective eportfolio Process Product Validation Presentation or Showcase eportfolio Process Product Validation Assessment eportfolio Process Product Validation Primary functions eportfolio from student perspective Van Tartwijk et al. (2003) Planning Different functions, different approaches, different solutions: one size doesn t fit all eportfolio-functions Toru Iiyoshi Carnegie Foundation Teaching Portfolio s Mirror: Learn what your teaching looks like Window: Make your teaching visible to others and learn from others teaching Lens: Look into the critical pedagogical issues in your teaching Windesheim University of Applied Sciences (R3) Reflection: who am I, where do I move next? Registration: where do I stand? Representation: here I am! Showing Reflecting 3
Informatiestromen Vraaggestuurd onderwijs 15-05-2006 Versie 0.3 Informatiestromen Vraaggestuurd onderwijs 15-05-2006 Versie 0.3 Catalogus OE Basis OE Onderwijs Ontwikkel Proces Basis Catalogus Catalogus OE Basis OE Onderwijs Ontwikkel Proces Basis Catalogus OE basis voorw. CHW OE basis toets voorwaarden toets voorwaarden voorw. CHW Semesterplan Proces Electronische Leer Omgeving Semesterplan Proces Electronische Leer Omgeving Semester plan Beheer onderwijs Beheer leerplannen Semester plan Beheer onderwijs Beheer leerplannen Beheer Student Student Semester versieplan Beheer Student Student Semester versieplan Werkversie PAP standaard toetslijst PAP cyclus Vitrine Proces en Vitrine Werkversie PAP standaard toetslijst PAP cyclus Vitrine Proces en Vitrine toestlijst Goed gekeurd PAP Reservering / Inschrijving Knelpunt nav inschrijving toestlijst Goed gekeurd PAP Reservering / Inschrijving Knelpunt nav inschrijving Werken aan Definitief Proces en Definitief Werken aan Definitief Proces en Definitief (Beoordeeld) bewijsstuk Cijfer / woord oordeel (Beoordeeld) bewijsstuk Cijfer / woord oordeel Portfolio beheer Diplomeren Getuig schrift Beheer Studievoortgang Portfolio beheer Diplomeren Getuig schrift Beheer Studievoortgang Processes in competency-focussed student-centred education Stakeholders: fellow student, coach and/or assessor in department and/or in workfield Key processes: 1. Learning and teaching 2. Career coaching 3. Administrative workflow Registrated Progress Professional Talk about Tasks progress (competence based) Do tests Feedback / Intervision Study Professional situations / learning environments (digital and/or physical ) Assessments Oriëntate Student Get roster Roster Personal Development Plan Select Course catalogue Talk about plans Subscribe Take option Personal Activity Plan e-portfolio: when is this going to work?! What do we know about the effects of e- portfolio s: on teaching and learning, on personal development and career coaching on organizational processes Technically and functionally integrated systems? 4
Combining, sharing and expanding expertise Co-operation in the educational sector, as well as in the field of employment National and international co-operation 1. Systematic research review 2. Descriptive study of Dutch e-portfolio landscape 3. Tender of small scale research projects based on 1 and 2 1. A systematic review of research on portfolios in Dutch higher education Erik Driessen & Danae Bodewes - University of Maastricht What is the evidence from Dutch research for the added value of working with electronic portfolios? What is the effect of differences in type of portfolio, structure and content? Method Design Systematic literature review Data sources Electronic search techniques, snowball sampling and correspondence with research specialists Study selection Empirical, peer reviewed studies (24 articles) 5
People Management Goals Learning activities Learning Environment Data analysis Infrastructure Van Tartwijk, J., Driessen, E., Hoeberigs, B., Kösters, J., Ritzen, M., Stokking, K., Van der Vleuten, C.P.M. (2003) Werken met een elektronisch portfolio. Groningen: Wolter-Noordhoff. Goals Emphasis on coaching, learning and assessing Less on monitoring Learning activities If implemented well, working with a portfolio stimulates the reflective skills of students. No information was available about portfolio and workplace learning. Learning environment Most studies conducted in a competence-based learning environment Less research on the portfolios measurement qualities Coaching is essential, but not much is known about the ideal coach profile Infrastructure? 6
Management? People A lot of attention for acceptability and satisfaction Different results - teachers more positive It appears to be a critical factor What works? COACHING Teach the teachers A clear introduction to students and faculty Integral part of the learning environment An adequate structure - adapted to the local circumstances - balance between open and specific An adequate assessment procedure - holistic - skilled assessors What does not work? Too much work Problems with the infrastructure Not enough experiences and material 7
Conclusion If certain conditions are met it works Acceptability / satisfaction appears to be a critical factor There are still a lot of questions? - What do we measure? - What is a good coach? - Management? - The medium? -etc. 2. Dutch portfoliolandscape eportfolio maturity model Wilfred Rubens & Alex Kemps University wide 4 year program in department 1 year program in department Digital University Scenario s in e-portfolio implementation COUNSELING Scenario 1 Academic universities +ASSESSING Scenario 2 Universities of Applied Sciences +PLANNING Scenario 3 Desk research Portfolio in Dutch higher education: who, what, where and how? Questionnaire: relation with flexibility curriculum, use of portfolio, educational concept Development eportfolio maturity model Positioning institutes in model Pilot Universities differ in starting points, goals and strategies 8
Redefinition and innovative use Becta s categories Phases: 5 Redefinition and innovative use HR Network redesign and embedding Process redesign Internal coordination Localised use Description per cel Consistency policypractice ICTinfrastru cture Freedom use PF Key organizational features portfolio Freedom construction program Embedding curriculum 4 Network redesign and embedding 3 Process redesign 2 Internal coordination 1 Local use Avans Fontys Hanze HR HU WUR Consistency policy/practice Avans Fontys HR WUR HU Hanze ICT-infrastructure Avans Fontys WUR Hanze HU Freedom of choice portfolio HR Avans Fontys Hanze HU WUR Freedom of choice educational programme HR Avans Fontys Hanze HU WUR Curriculum embedding Some conclusions (1) Complex to research use of portfolio in institutions: lot of differences Lots of different eportfolio systems are used Institutes often positioned in higher stage: ICT Infrastructure and freedom of choice in the use of portfolio Stage of proces redesign in general dominant Some conclusions (2) Portfolio especially used for guidance individual development students, reflection on development and collecting materials individual learning students People from working field often not involved in guidance portfolio development Students have reasonable amount of freedom of choice in the use of portfolio Students have limited amount of freedom in the construction of their own educational program 9
3. Tender of small scale research projects Amsterdam Free University: Wins of portfolio in relationship to learning environment Edith Stein University of Applied Sciences: Showing competence development in streaming media Arnhem and Nijmegen University of Applied Sciences: Summative portfolio assessment in teacher training University of Maastricht: Developing a competence profile of e-portfolio coaches Utrecht University : Summative portfolio assessment in medical working situations Fontys University of Applied Sciences: e-portfolio als bridge between university and working field in teacher education International perspective Existing co-operation: SURF-ALT SURF-JISC E-framework Knowledge Exchange (UK, NL, DK, GER) Ten competence / Telcert / Europass (EU Projects) Tomorrow: inaugurating a European coalition for E-portfolio and PDP research We are happy to stimulate sharing in that context and building on each others work E-portfolio: promises for life long learning! Contact Wijnand Aalderink SURF NL Portfolio Windesheim University of Professional Education w.aalderink@windesheim.nl http://www.surf.nl/portfolio 10