ePortfolio Pilot Project at the University of Vienna – Towards a Framework Brigitte Roemmer-Nossek, Birgit Peterson, Sylvia Logar, Charlotte Zwiauer ICL 2007, September in Villach, Austria

B. Römmer-Nossek 2 Datum: Autor: Seite; 27. September 2007 Context: National ePortfolio Project Modellfälle für Implementierungsstrategien für integrierte ePortfolios im tertiären Bildungsbereich Cases of Implementation Strategies for Integrated ePortfolios in Tertiary Education Receives funding from bm.w_f a Partners: 5 universities, 1 applied university Focus Vienna University: curricular implementation of ePortfolio Development of framework development of model cases from pilots development of guidelines for curricular implementation of ePortfolio

B. Römmer-Nossek 3 Datum: Autor: Seite; 27. September 2007 Framework Why an ePortfolio framework? What kind of ePortfolio anyway? Framework – first concept Implementation – first steps Partners Case: Media Copmpetencies Seminar Next steps

B. Römmer-Nossek 4 Datum: Autor: Seite; 27. September 2007 Why an ePortfolio framework? Context Bologna-process & autonomy of the universities Performance indicators for agreement on objectives Development plan of the university specific needs of pilot partners Goals derived support of critical study phases decrease in drop-outs enhancement of employability support of inquiry-based teaching & learning

B. Römmer-Nossek 5 Datum: Autor: Seite; 27. September 2007 What kind of ePortfolio? Presentation portfolio Process portfolio Assessment portfolio

B. Römmer-Nossek 6 Datum: Autor: Seite; 27. September 2007 What kind of ePortfolio? Presentation portfolio – public only a CV or more? Process portfolio – deeply personal reflection of the learning & individual competencies Assessment portfolio – no additional quality examination needed, but ECTS granted ?

B. Römmer-Nossek 7 Datum: Autor: Seite; 27. September 2007 ePortfolio approach at Vienna University Potential of presentation: community element intra-university public visibility & potential acknowledgement of students work beyond the classroom students as partners in knowledge production/link to DAMS (Phaidra-Project)

B. Römmer-Nossek 8 Datum: Autor: Seite; 27. September 2007 ePortfolio approach at Vienna University ePortfolio as part of the universitys eLearning strategy ePortfolio from a curricular perspective ePortfolio as tool to build and present competencies ePortfolio as crystallisation point for intra-university public delicate balance between individual learning process & (intra-university) public presentation must be found for each case for all stakeholders involved

B. Römmer-Nossek 9 Datum: Autor: Seite; 27. September 2007 Vienna University ePortfolio-framework 4 dimensions of ePortfolio usage competency planning learning process presentation infrastructure 3 groups of stakeholders students teachers study programmes / institutional bodies

B. Römmer-Nossek 10 Datum: Autor: Seite; 27. September 2007 Vienna University ePortfolio-framework Individual (Learners) Course- and Module level (Teachers) Curriculum/ Institution (Study programme directors, eLearning representatives, other institutional bodies) Competency planning Meta-Reflection -individual competency planning Reflection of extra- curricular acquisition of competencies Implementation of Meta- Reflection processes in courses and modules as a bracket to the curriculumCurricular quality development processes Learning processes Active knowledge construction and production, individually, with peers, supported by teachers and tutors Integration of ePortfolio with existing blended learning concepts; Cooperative knowledge production on course and module level Knowledge representat ion Documentation of competencies, representation of results of work Content base on module and curricular level Interface to institutional knowledge processes Infra- structure Acceptance of ePortfolio- Software Design of ePortfolio based on teaching- and learning concepts; Interface to LMS and other tools Providing an ePortfolio tool; Interfaces to other central services: LMS, Digital Asset Management Systems and others

B. Römmer-Nossek 11 Datum: Autor: Seite; 27. September 2007 Vienna University ePortfolio-framework 4 dimensions competency planning reflection processes learning process construction of knowledge presentation documentation of work/competencies infrastructure software – acceptance & interfaces 3 groups of stakeholders students support of personal way through curriculum teachers intregration with teaching & curriculum study programmes / institutional bodies quality

B. Römmer-Nossek 12 Datum: Autor: Seite; 27. September 2007 Implementation – the pilot partners Subject & Bologna-CycleGoals Translation Studies, BAEnhancement of employability Translation Studies, PhDSupport of critical study phases Media Competencies Seminar (Centre for Teaching and Learning) Nucleus for eTutor and Knowledge Experts – Curriculum (30 ECTS) Enhancement of employability Sports SciencesForthcoming MEi:CogSci, MA (joint degree in Cognitive Sciences) Inquiry-based teaching and learning Catholic Theology, BASupport of critical study phases

B. Römmer-Nossek 13 Datum: Autor: Seite; 27. September 2007 Case: Media Competencies Seminar module 7: Gender sensivity module 2: Educational technology module 1: Learning & teaching in/with groups module 4: Online learning communities module 3: Handling of media module 5: Wikis module 6: Copyright in eLearning settings module 8: [e]assesment eP introduction & reflection eP introduction & reflection eP introduction & reflectibon eP introduction & reflection eP introduction & reflection eP introduction & reflection eP introduction & reflection eP introduction & reflection ePortfolio reflection on a meta- level ePortfolio check-in ePortfolio check-out Meta-level -Reflection -Contextualisation of modules Module-level -Introduction to topic -reflection/deep learning ? will ePortfolio help students in the acquisition of competencies? ? tool to check quality Software: elgg

B. Römmer-Nossek 14 Datum: Autor: Seite; 27. September 2007 The Media Competencies Seminar Learning Outcomes Ability to handle new media such as web tools and social software like wikis, Learning Management Systems, etc. Ability in handling educational technologies Basic knowledge and understanding in learning theory and didactics Basic knowledge and understanding of copyright in eLearning settings Knowledge and understanding of group dynamic processes Sensitivity and awareness of gender and diversity issues Ability in moderating virtual and physical learning groups Ability to cultivate and support virtual and physical communities Ability to communicate across disciplines Ability to reflect on individual and group action Ability to participate in the cooperative construction of knowledge Ability to contextualize contents for ones own work

B. Römmer-Nossek 15 Datum: Autor: Seite; 27. September 2007 Methodological approach Writing as epistemological process Methodology from creative writing storytelling writing – about personal experiences surveying writing – explication of prior knowledge & expectations reflective writing – reflection & comparing new knowledge with prior expectations integrative writing – personal integration and contextualisation on curricular level Students were owners & in command of their portfolio were to show work only to teacher responsible for the ePortfolio final task (integration): planning of project

B. Römmer-Nossek 16 Datum: Autor: Seite; 27. September 2007 Portfolio-work as writing process Question category ModuleExample Task Storytelling writing Educational technologies & Learning Design Remember a lecture in which you have learned especially well. Why do you remember this lecture? What was special? Surveying writing Learning & Teaching in/with Groups Why do you believe, you are a good eTutor? What are your potentials? What do you still have to work out? Reflective writing Handling of MediaWhat did you take home from this module? Integrative writing Educational technologies & Learning Design Remember a very bad lecture and describe what you would change to make it an extraordinary good lecture!

B. Römmer-Nossek 17 Datum: Autor: Seite; 27. September 2007 Evaluation Acceptance of the tool Quantitative Analysis Acceptance of the method Competency gain of students ePortfolio as tool for quality development Based on Students postings Verbal feedback in final workshop Evaluation questionnaire Students personal competency profile

B. Römmer-Nossek 18 Datum: Autor: Seite; 27. September 2007 Evaluation Acceptance of the tool no enthusiasm, but accepted Quantitative Analysis twice as much as expected Acceptance of the method feedback by teacher highly valued opened their work to other students extensively commented each others work indicates that ePortfolio was seen as much more than compusory text - reflective &community process 50% of the projects planned will be carried out Competency gain of students ePortfolio as tool for quality development

B. Römmer-Nossek 19 Datum: Autor: Seite; 27. September 2007 Evaluation: Competencies gained in students own words Social CompetenciesSpecialised comp. *To handle interdisciplinary communication and work- processes. *Cooperative Teamwork Culture. Motivation of Communities, *Conscious detection and handling of group dynamic processes. *Gender sensibility. *Didactical Methods (including ePortfolio) *Media-technical Competencies (including handling of different Software). *Competencies in copyright. Competence to design Blended Learning scenarios Knowledge of eTutor Profile * 100%; at least mentioned 3x

B. Römmer-Nossek 20 Datum: Autor: Seite; 27. September 2007 Learning Outcomes Ability to handle new media such as web tools and social software like wikis, Learning Management Systems, etc. Ability in handling educational technologies Basic knowledge and understanding in learning theory and didactics Basic knowledge and understanding of copyright in eLearning settings Knowledge and understanding of group dynamic processes Sensitivity and awareness of gender and diversity issues Ability in moderating virtual and physical learning groups Ability to cultivate and support virtual and physical communities Ability to communicate across disciplines Ability to reflect on individual and group action Ability to participate in the cooperative construction of knowledge Ability to contextualize contents for ones own work

B. Römmer-Nossek 21 Datum: Autor: Seite; 27. September 2007 Media Competencies Seminar in the framework Students Competency Planning Meta-reflection on competencies gained and prior knowledge Learning Process Reflection and integration – individually, with peers; supported by ePortfolio teacher Presentation Infrastructure Software critically accepted

B. Römmer-Nossek 22 Datum: Autor: Seite; 27. September 2007 Media Competencies Seminar in the framework Teachers Competency Planning Explication of learning outcomes Interfaces to ePortfolio for Meta-reflection as bracket to the curriculum Learning Process Integration of ePortfolio work with the modules concepts; discussion and integration on module & curriculum-level Presentation Infrastructure Providing an introduction; defining conceptual interface to LMS

B. Römmer-Nossek 23 Datum: Autor: Seite; 27. September 2007 Media Competencies Seminar in the framework Curriculum Competency Planning In-depth qualitative feedback on the quality of the seminar as basis for further development Learning Process Presentation Infrastructure Providing the tool

B. Römmer-Nossek 24 Datum: Autor: Seite; 27. September 2007 Conclusions & next steps Quite satisfied with first experiences need to focus more on the presentation-part Software-issues Which tool? Conceptual & technical interface to other tools (esp. LMS) Next steps Documentation and evaluation of last semesters pilot partners Developing concepts with more pilot partners Revision of the framework Development of guidelines for implementation of ePortfolio on curricular level

B. Römmer-Nossek 25 Datum: Autor: Seite; 27. September 2007 Thank you for your attention!