Paulina Liżewska Paweł Kamiński Viewpoints of Students and Academics on Using the E-EPOSTL in my Institution Paulina Liżewska Paweł Kamiński

Outline 1. Introduction 2. Methods 3. Results 4. Conclusion

Introduction Aims Difficulties

Methods 1 Sample: Convinience sampling 21 participants (19 students, 2 academics) Differences among the participants

Methods 2 Tool: Questionnaire 4 items: semi-open questions administration: online

Methods 3 2b. Items: How often have you used the E-EPOSTL? What versions of EPOSTL have you used? Would you change anything in the E-EPOSTL? Has the E-EPOSTL helped you during your teaching/ teaching practice?

Results 1: How often have you used the E-EPOSTL?

Results 2: What versions of EPOSTL have you used?

Results 3: Differences between traditional and electronic version E-EPOSTL EPOSTL free more accessible problems with saving/ coming back to the previous answers needs improvement needs to be printed out or bought saves answers visible progress user friendly easier to incorporate into didactics course

Results 4: Would you change anything in the E-EPOSTL?

Results 5: What would you change in E-EPOSTL?- A list of suggestions A place for immediate reflection next to each descriptor A platform instead of a survey website Making the progress visible A scale from 1-10 A „search” option A possibility to enter only one section at a time, e.g. writing

Results 6: Has the E-EPOSTL helped you during your teaching/ teaching practice?

Results 7: How has the E-EPOSTL helped you during your teaching/ teaching practice? ”It gives an opportunity to store teaching plans in one place. (…)What’s more, it requires some regularity to upload new teaching plans which makes you a better-organized teacher” ”E-EPOSTL gives me an idea about what I need to do and where I am as a teacher.” ”I started reflecting on my work regularly. EPOSTL has given me the time to stop and think about self-assessment and autonomy I have and I try to implement in my teaching practices.”

Results 8: How has the E-EPOSTL helped you during your teaching/ teaching practice? ”It demonstrates my skills and knowledge, and provides evidence of my successful teaching practices. I also like the dossier part when I can collect valuable materials for my future work.” ”I looked much more carefully at my lesson plans and the materials that I created myself.”

Results 9: How has the E-EPOSTL helped you during your teaching/ teaching practice? „No, because: the scale is so wide that even if I had made a progress from 40% to 50% it feels like nothing and sometimes I don’t even feel the need to mark my process if it wasn’t more than 10%.” „Not really. It drew my attention to some important aspects of teaching but I wasn’t able to incorporate them as I haven’t got much power in the school I teach in.”

Conclusions In general, the participants positively evaluated the usefulness of E-EPOSTL. The technical problems have discouraged participants from using E-EPOSTL. The students lack motivation to regularly update portfolio.

Thank you for attention!