Yhteisöllinen oppiminen henkilökohtaisissa

oppimisympäristöissä – ePortfolion

pilottikäyttö Viron opettajankoulutuksessa

Mart LaanpereTallinnan yliopiston

opetusteknologiakeskuksen johtaja

Mart.laanpere@tlu.ee

Web 2.0: radical personalisationDecrease of institutionalisation in Web content management

Distributed discussions: from forum to blog

“Hip-hop approach” to Web publishing: rip, mix and share

Identity construction and profile-based services

Personal ontologies: tagging, folksonomy

Personal Learning EnvironmentPLE: a concept promoted by Scott Wilson“a collection of free, distributed, web-based tools, usually centred around a blog, linked together and aggregating content using RSS feeds and simple HTML scripts” (FitsGerald)

Impact of Web2.0 to VLE: PLE as LMS-killer

PLE: a concept or a tool? Plex: http://www.reload.ac.uk/plex

E-portfolio as PLE

E-portfolio: a collection of evidences (digital documents, artefacts, reflections, certificates) that are collected and managed by user

Implementation in teacher education: planning, documenting, reflecting upon activities related to profesional growth

Multiple views for different audiencesSoftware: ELGG, Mahara, PebblePad

OPAH project in Tallinn University

2005-2007 Goal: to support the teachers’ professional development by solutions of ePortfolio and to develop the competences of lecturers and teachers in educational technology through all three levels of teacher education – initial training, induction year and continuing education.

Funded by ESF (European Social Fund) Partners: 2 main teacher trainers universities, ministry of education, teachers’ union

Background information

The goal of facilitating life-long learning and reflection among teachers is in line with the visions of policy papers about teacher education

Teacher education and accreditation reform in Estonia: a competency-based approach

E-portfolio should be provided to every teacher as a free service, not bound to any institution

Learning as a social phenomenon

Early theories on social learning (Bandura): people learn from each other through observation, imitation, modeling

Communities of practice (Lave & Wenger) Sharing reflections: social negotiation of meaning

Bereiter: learning in “belief mode” and “design mode”

Paradox: facilitating social learning in Personal Learning Environment

LearningLearning as

doing

Learning asbelonging

Learning asexperience

Learning as becoming

Practice

Meaning

Identity

Community

Participation

Reification

Negotiation

Sharing, extending

Immersion

Interaction

Negotiation

Membership

Sustained mutual relationships

Ways of doing together

Rapid information flow

Distributed knowledge

Mutually defining identities

Styles of displaying membership

Tools and representations

Negotiating experience

Community membership(s)

Learning trajectory

Local ways of belonging to broader context

Learning

Community

IdentityPractice

Meaning

Boundary objects

Brokers

Wenger, 1998

Community of Practice Framework for Learning

Participation

Reflection

QuickTime™ and a decompressor

are needed to see this picture.

Our concept of ePortfolio as PLE: DiPo

DiPo prototype: eportfoolio.opetaja.ee

- Design principles:   * Balance: community / personal   * Scaffolding and fading   * Participatory design, involving users   * Open source software, based on Plone CMS * Standards (IMS eP, RDCEO, EuroPass)

- Components of DiPo:   * Blog   * CV (EuroPass)   * Competency manager   * Task manager: structured and open assignments   * Shared area for your group (feed aggregator)   * Drawer: file storage

Research questions:

1. What are the main challenges from social and personal aspects while implementing eportfolio in teacher education?

2. What kind of scaffolding do the users of ePortfolio need?

3. How can design of environment balance social and personal aspects of learning in ePortfolio?

Pilot study: implementing DiPo 25 users in initial teacher education

program 15 users in Teach First program 80 users in the induction year program Over 200 users trained during various

in-service teacher training courses Semi- structured interview with novice

teachers’ groups (11) and Teach First group (6) in May 2007.

From interviews:Personal aspects of learning in eportfolio: Reflection as meaning-making

Eportfolio provides a good opportunity for analysing one’s teaching and reviewing it later, providing continuity in development

It provides an opportunity to discuss critical situations and acts occasionally as stress release. I often consider only later what I have done. In theory I may know the right thing to do but my reactions are the same as the ones I experienced during my own schooling.

The idea of eportfolio is that it is kept. Years later I can check what I have done and if I still make the same mistakes or not.

Social aspects of eportfolio: reflection as community building… eportfolio gives an opportunity and skills to share your experience and get feedback from others as well as from the mentor

Sharing your problems helps to see things better and find solutions.

It supports the communication between teachers. I would very much like to know what my older colleagues think. It makes it easier to adjust to the teaching team.

I think that reflection takes place all the time. There are different methods. Another thing is to record the thoughts. It helps me a lot if I can get feedback from my peers or someone says that she has the same problem. Sharing is very important…

How can eportfolio support your learning? …..helping to take the time. Usually the question of motivation is the most critical one. If the relationship with the mentor is trusting enough, she helps to think and says: take the 15 minutes and put it down. There is someone who “holds my hand” throughout the process.

….If I were in it (teacher training) from the beginning I would be used to it.

…Mentor has a lot of influence. When I get written feedback it motivates to reflect.

Discussion and conclusions The largest part of teachers’ professional knowledge

of teachers is rather static and conservative, need for collaborative knowledge creation in ‘design mode’

Three approaches to social knowledge-creation: Nonaka&Takeuchi: team learning (tacit > explicit knowledge) Engeström: activity systems, activity patterns Bereiter: collaborative knowledge building, resulting with

Knowledge Objects

Follow-up research: how to scaffold collaborative knowledge building of novice teachers using ePortfolio?

Thank You!

Please visit:http://www.htk.tlu.ee/dipohttp://eportfoolio.opetaja.ee