Pauline Roberts EdD Candidate Murdoch University ePortfolio Forum 2012

Background and Context: Perth metropolitan university. 4 th Year Bachelor of Education students. Difficulty in developing specific reflections. Needed to complete and Action Learning Project but were unsure where to start. ePortfolio platform was introduced as means of recording and presenting research. Resistance by the students to the project and the technology.

Research Question 1: What impact does engagement in the ePortfolio environment have on the level of students' reflection?

Research Question 2: How effective are the prompts and reflective learning activities provided in the environment in increasing engagement and developing students’ reflections?

Research Question 3: What strategies are most successful in developing reflective interactions amongst students and why?

Overall Framework: eLearning Lifecycle Phillips, McNaught & Kennedy (2011) Enculturation Teaching Model Tishman, Jay & Perkins (1993) Framework for Teacher Reflection Colton & Sparks-Langer (1993) The cycles of implementation of the environment. Examples of Good Practice Activities to Complete Interaction Amongst Students Action Constructing Knowledge and Meaning Professional Knowledge Base In what ways can an ePortfolio platform provide an environment for the scaffolding of the development of reflection in pre-service teachers in a University environment?

eLearning Lifecycle ACTION RESEARCH DESIGN-BASED RESEARCH

Enculturation Teaching Model: ExemplarsInteractionActivities Tishman, Jay and Perkins (1993)

Framework for Teacher Reflection: Colton and Sparks-Langer (1993)

What was implemented: Within the PebblePad platform, prompts were placed in the “Gateway Blog” Students were asked to complete, comment and interact. Data collected via blog posts, focus group interviews, online survey, individual interviews, document analysis and learning analytics.

Cycle 3: Focus on learning the new platform. Review of previous experience. Prompts to encourage interaction. Focus on first submissions

Cycle 3: PromptsFocusComments A reflection on teachers[3] Prior experience, personal valuesYes - feedback Something to talk about[2] Interactions – set up groupsNo Reflective Journal as a Blog[3] ScriptsNo but 104 blogs Plan/Rationale OutlineAssessment [1] & [2]Yes - questions Adding Ethics ChecklistAssessmentYes – questions Time to refine[3] review of all aspectsNo Progress Report OutlineAssessment [1] & [2]Yes – feedback Uploading EvidenceAssessment [3]Yes - questions

Result: Platform being used Usage Stats in platform Assessment tasks in format BUT Comments not being made Discussion not happening

Changes made: Questions added to the assets to direct the discussion Reference added to the prompts to show strength of theory and allow follow up if desired

Cycle 4: Consolidating the platform and the process.

Cycle 4: PromptsFocusComments Reflective writing review[2] & [3] content and scriptsNo Outline of the 4R’s[2] Levels of writingYes- feedback Video Review[2] constructing meaningNo Verbal 3-Step Framework[1] Plan, implement, reviewNo Reflective Journal Review[2] & [3]No Conclusion QuestionsAssessment [1] EvaluatingNo Final ReportAssessments [1], [2] & [3]Yes- questions AttachmentsAssessmentsYes - questions

Current conclusions: Prompts were read by the students but not acted upon unless directed towards assessment. Interaction was happening in other forums. Students still resistant to new technology, especially in the final year. Results overall still alter across the cohort. Fewer questions than previous years.

Where to now: Finalise the data collection. Review which prompts worked and why. Outline an environment that may be able to be applied in other platforms. Make changes to implement in 2013.

References: Colton, A. B., & Sparks-Langer, G. M. (1993). A Conceptual Framework to Guide the Development of Teacher Reflection and Decision Making. Journal of teacher education, 44(1), 45–54. Phillips, R., Kennedy, G., & McNaught, C. (2011). Evaluating e-learning: Guiding research and practice. New York: Routledge. Tishman, S., Jay, E., & Perkins, D. N. (1993). Teaching Thinking Dispositions: From Transformation to Enculturation. Theory into Practice, 32(3), 147–153.

Further information: Pauline Roberts Murdoch University paulinekroberts.com #paulinekroberts