Use of ePortfolio to enhance student learning Image source: http://www.wallcoo.com/paint/Background_brush_canvas_texture_picture/images/brush_canvas_texture_Background_BS08064_wallcoo.com.jpg Hokling CHEUNG City University of Hong Kong May 11, 2009 @ e-Learning Forum Asia 2009 http://www.cityu.edu.hk/edo/elearning_forum/2009/

Language portfolio Learning portfolio Generic ePortfolios 2005-06 TDG pilot  10 ELC courses language portfolios technologies 2007-09 TDG ELC & other disciplines like BCH, BST, DCO, EN, SA, SG and co-curricular activities learning portfolios reflection 2009-10 TDG ePortfolios for All: A Roadmap for Success 3-pronged approach: students, staff & roadmap Generic ePortfolio structure Roadmap: transition, outcomes, ideal graduate & career preparation From Lilian, Jean and Eva in 2006. Sth from the first eP project Driving forces NSS – SLP Other universities/global trend technologies Working with teachers to integrate ePortfolios in courses delivering conceptual and technical workshops Questionnaire & content analysis on students ePortfolios and reflective writing ePortfolio competition and ceremony Project coverage: # Courses involved # students # Teachers and departments involved Note: There were other courses of different departments and colleges integrating ePortfolios into student learning and assessment activities who were not involved in our projects.

2005-2006 2007-2009 2009-2010 Course-based Wikis and Blogs Website Digital story More emphasis and facilitation on feedback Website Advanced HTML Emphasis on technologies Wiki functions in MyExpo User centric application Bb Basic Portfolio function Direct use of templates Emphasis on reflection 2005-2006 2007-2009 2009-2010 One-web-page (simple HTML) Digital story More emphasis on reflection Bb Personal Portfolio functions, Google Sites & Roadmap Generic ePortfolio structure Formative and summative reflection

Coverage 260 2333 Phase 1st (2006-2007) 2nd (2007-2009) Departments English Language Centre Biology and Chemistry Computer Studies Public and Social Administration English and Communication Division of Building Science and Technology School of Graduate Studies Staff 2 investigators 1+9 teachers 1 RA 9 investigators 9+40+7 teachers 4 EDO staff Students (# portfolios) 260 2333

Should we ask students to first create an employment portfolio?

ePortfolios + Reflection The two-fold strategy ePortfolios + Reflection

Feedback from students Having the experience in developing ePortfolios and learning to reflect, many students identified important factors or strategies that can help them learn better. Most students (65%) realise that preparation and planning like goal setting, action planning, knowing the course ILOs and assessment criteria, etc. are helpful for achieving better performance. (634 students responded in Semester A & B 2008-9)

There are ways to learn better! After the portfolio development experience, students find their major achievements are in raising the awareness in different aspects of learning (50%), increasing their ability to handle technical tasks (48%) and enriching their knowledge with some new concepts and ideas (40%). Students think that portfolio development helps them to learn better as they have to keep reflecting on the process/during the course of learning (50%), have to organise their learning when going through the editorial process for the portfolio (43%) and to record their thoughts, work, dialogues and interaction with others (38%). There are ways to learn better!

56% reflection is very important during the process of learning. The positive effect on learning is related mainly to the practices of reflection and the process of portfolio making. Both formative and summative reflection were agreed to be important by about half of the students.  56% reflection is very important during the process of learning.  46% reflective review and summary at the end of a particular course or activity is important.  62% students think that the process of developing a portfolio is useful for learning. 34% students think the end product of the portfolio is useful for learning.  I think both the ePortfolio and reflection are useful for learning.

Generic & Nesting Structure of ePortfolios

Types of Portfolios Learning portfolios Employment/Career/Professional portfolios Assessment portfolios Showcase portfolios Personal development portfolios Teaching portfolios Training portfolios “These different “types” of ePortfolios reflect the fact that ePortfolios are being produced and consumed (used) in many different processes, or to manage different processes.” Serge Ravet http://www.eife-l.org/publications/eportfolio/documentation/positionpaper

Generic Structure of ePortfolios PROFILE Personal particulars, biography, values & beliefs, interests and hobbies etc SUMMARY Purpose, audience, achievements and development, reflection and future direction SHOWCASE Representative work & evidence Official recognition of achievement, qualifications, contribution and participation QUALIFICATION

Generic Structure of ePortfolios PROFILE Personality  Goal setting Rhetorical purpose & strategic use Achievements (outcomes, competencies, attributes & standards) Reflection (Critical thinking skills) Future direction  life long learning SUMMARY SHOWCASE Room for students (self-directed learning, belated mastery, creativity etc) Editorial and technical skills QUALIFICATION Standards and quality/ Benchmarking/Accreditation Participation in professional communities Contribution to other communities

Nesting Structure of ePortfolios A “big” portfolio holding “smaller portfolios”/artifacts PROFILE SUMMARY SHOWCASE QUALIFICATION SUMMARY SHOWCASE QUALIFICATION SUMMARY MY WORK PERFORMANCE ACHIEVEMENT GALLERY QUALIFICATION

Metaphors for Reflection Use the mirror to prompt reflection about yourself. Look for connections and relationships. Go deeper and analyze the details of an event, task, or experience. Identify relevant and best evidence to support claims Think about how you could have done something better. What choices lie ahead? Cheung, Dean, Pickard & Chan 2009

Metaphors for Reflection What have you achieved in this course? How would you describe your achievement? How do you feel till now at the last lesson of SG8001? Try to use at least three different adjectives to describe your feelings. How would you describe your achievement in terms of the course outcomes? How relevant and related it is between what you have learnt from this course to your duties, studies or else? How do you know you have achieved at which level? Is there any evidence to support your claims of achievement? What can they be? What capacity do you have now as a teacher? What is/are the most remarkable thing(s) you came across in this course? How will you apply what you have learnt from this course? What aspects of yourself will need to improve or enhance? Is there anything you think you could have done better? What is it? What is the concrete action plan for that?

Reflection – mental activities

Reflection – content domains

ePortfolio pedagogies Reflection Discovery Problem Solving Evaluation Learning & Advancement Learning management skills IT skills Employability skills Generic skills Editorial skills Presentation skills Objectives Outcomes Observation Obstacles Opportunities Opinions Transitions Documentation Learning management Engagement Mentoring Collaboration Academic advising Career Preparation Whole Person Development Accreditation Assessment of Process Product/Performance Outcomes Competencies Self-directed learning Learning community Life long learning Formative reflection Summative reflection Formative feedback Summative feedback

ePortfolios + Reflection The two-fold strategy ePortfolios + Reflection Ownership of learning Learning community and collaboration Goal setting and internalization of outcomes Facilitate self-assessment Development of critical thinking, technical, communication, and presentation skills

Some quotes from students talking about benefits gained from creating an ePortfolio. "I remember not just the goals that I want to achieve in this course but also my intention to become a marine Biologist." "Review of all my coursework. From others' comments and feedback, I can learn more. Train my web-page design skill. Putting my smile to everyone makes my confident. My classmate, friends, instructors or even strangers can have a platform to know me.“ "I understand more of my self and learning experience. I can summarize the learning material and my past experience. I know how to create the e-online-CV(Resume). I know I need to learn how to organize my own materials. (Resume and certificates).“

"I learned to figure out problems on my own, problems like how to use the Dreamweaver. It gives me more confidence. I treated my works, assignments and reflections seriously, which makes them more valuable. The process of creating an eportfolio developed my patience. I got to know more about myself, not only the learning ability but also the personality" "I can summarize all my works and the quality of my works can be improved next time. I can also reflect myself and look what I've done in this year."  "This increase my "index" of my creative. I found it interesting to write down and comment what I learnt. It really help me to remember it and even more." "In the creation of an ePortfolio, I have learnt to create a simple movie in the computer that I have never done it before. The confidence in using the computer to make a movie in the computer is improved." "Know what is my strength and weakness. Clear understanding for my self. Better reflection. Evidence for future career." "Should be neat. Should be reflective. Show your effort." "I know the importance of recording my process of study and the importance of reflection." "Importance of reflection / what should be put and what should not be put in an ePortfolio." "It really made me think of what I have done and what I should have done. I think reflection is the most useful part because I feel I really gained something after an activity or my learning. Also, looking back the goals I had made let me know how much I have to do, what aspect I should put effort on."

Learning portfolios for courses Language portfolios Learning portfolios for courses Learning portfolio for a programme study Employment portfolio Performance Appraisals Work portfolio My life University study Graduation Promotion exchange internship study trip workshops group projects community services final year project courses further study professional membership projects awards part-time jobs Student unions event organisation recognition competition publication

Language portfolios Learning portfolios for courses Learning portfolio for a programme study Employment portfolio Performance Appraisals Work portfolio My life University study Graduation Promotion

ePortfolios as Roadmaps Discipline Specific ePortfolio Templates Benefits of Discipline Specific ePortfolio Templates Transitions Ownership of Learning and Development Life long learner ePortfolios as Roadmaps Discipline Specific ePortfolio Templates CityU Ideal Graduate Career Preparation OBTL 26

ePortfolio technologies A lot of choices but looking forward to a perfect one! Structured or free form? Database Free form Wikis home grown systems Dreamweaver HTML/websites Bb/LMS pre-defined structure & forms electronic video/doc/ppt/ digital story telling Google Sites Blogs Search Data! Ownership issues User friendliness Scalability Personalisation IT skill requirement Time & effort Connectivity Interoperability & compatibility

Would that be the case that an ideal ePortfolio tool is actually a user-centric e-Learning system? eP tool = {user-centric}n eL platform

ePortfolios Showcase Students’ work Sample portfolios 2005 2006 or Darry’s portfolio 2007 2008 2009 Sample portfolios Vera’s Graduate Portfolio Gut’s Portfolio (GoogleSite) Gut’s Portfolio (Bb) Portfolio templates CTL (discipline specific ePortfolio template) Employment portfolio Sandy Wong’s Language Portfolio