1. Latvian Context Poznan Prof. Ilze Ivanova Rita Skara-Mincāne rsm@lu.lv ilze.ivanova@lu.lv

2. March 1, 2016 Full responses: 5 Incomplete responses: 30 Total: 35 Time frame: from October, 2015 Problem: the same person has saved the entries multiple times – can these be combined. One email rsm@lu.lv ilze.ivanova@lu.lv

3. Technical: Good support and cooperation with the E- EPOSTL management team – all queries are answered via email Available from any computer with the Internet connection Glossary is necessary rsm@lu.lv ilze.ivanova@lu.lv

4. ‘Bigger fields where to type the text because it is difficult to reread one’s own text (you have to scroll it a lot); it would be very nice if all the text could be read without scrolling it down’; Ease of navigation – ‘I have to press NEXT button all the time. It is not handy’. Interactive Table of contents with names of sections to make it easier to find where I had stopped. A bar for showing one’s progress. rsm@lu.lv ilze.ivanova@lu.lv

5. Icons to celebrate success and indicate how well we are doing. Also the bar/ graph/ chart could show how our self-assessment has improved, like if we do the assessment more than once over a period of time. Some stickers which show problem areas – if self-assessment is less than 50 per cent, it can be seen when you log in. Like a reminder on professional goals. rsm@lu.lv ilze.ivanova@lu.lv

6. Seems very complicated – visually more attractive ‘Weekly reminder via email summarising what you have done, how others have interacted with you or just a reminder that you haven’t logged in for some time.’ ?? IPAD friendly – 2 students were not able to fill it Mobile application. rsm@lu.lv ilze.ivanova@lu.lv

7. ´Forgot the password’ automatic system connected with users e-mail, so logging in the profile again could happen immediately or enable logging in with Facebook or Google account’ Password – ‘It was not possible to retrieve it so every time I forgot it, I had to start everything over again.’ ‘Problems to get back to the partially filled version of the E- EPOSTL’ ‘Possibility to retrieve password would be very helpful.’ rsm@lu.lv ilze.ivanova@lu.lv

8. ‘ The use of EPOSTL can be a successful tool in order to create a habit of reflecting about one’s work. The best result is when teachers feel the need to reflect and they have a natural urge to do it in any form.’ ‘Excellent monitoring of professional growth.’ ‘I learned many new terms and it helped me decide on my research area for Diploma Paper.’ ‘It helps me to understand what I am – a teacher and what I need to improve but also what I already know and have masterede as a teacher.’ rsm@lu.lv ilze.ivanova@lu.lv

9. ‘When a new user sets up a profile, a list of institutions shows up and if the new user’s institution is not there, she/he adds it to the list and everybody else can see it’ ‘Participants could choose what they want to share.’ Chat forums to network with student teachers from other institutions – messengers, snapchat Profile Institution profile User profile rsm@lu.lv ilze.ivanova@lu.lv

10. S hort description about them Picture Positive experiences connected with studies/work Professional interests Teaching stories Blogging possibilities Research interests – term papers, diploma papers, etc. Design options to choose from – colours, fonts also some options to highlight and bookmark the text. rsm@lu.lv ilze.ivanova@lu.lv

11. Opportunities for FEEDBACK ‘University teachers should be able to see their students’ work in order to give comments on that thus help in order to foster the progress’. ‘Mentor’s supervison is necessary.’ (lack of professional self- confidence) ‘I see EPOSTL a successful tool for supervised self assessment and it could be the most useful for part-time department students or distant learning programs. ‘ rsm@lu.lv ilze.ivanova@lu.lv

12. ‘Portfolio of examples of good practice – personal collection of my success stories’ (very motivating). Compilation, under guidance of mentor – evaluation and improvement should take place. ‘To increase reflection there could be an opportunity to upload evidence after each set of criteria. E.g. grammar presentations, etc. Improved glossary as not all terms are explained – metalanguage, transitions, etc. We could add other terms. It could be more interactive – with search facility and examples. rsm@lu.lv ilze.ivanova@lu.lv

13. Almost everybody stressed need of supervision – demonstrating that our student teachers are just on their way of becoming autonomous learners; they need to be encouraged as they might lack understanding (terms and concepts) and skills of taking full responsibility and managing E_Epostl. They also might be used to being controlled all the time. Unfortunately, the underlying assumption is – learning takes place when lecturers are present, even in this online environment rsm@lu.lv ilze.ivanova@lu.lv

14. Good example of Connectivism – increases networking, learning with the help of technologies. Peer assessment and discussions should be encouraged We can supervise but also online interaction would be helpful. Supporting tool to encourage self-assessment during methodolgy courses and Teacher’s practice esp. if it has possibilities to personalise Combination with other self-assessment techniques. Sometimes lack of critical assessment skills. Implication: development of self assessment skills should be encouraged. rsm@lu.lv ilze.ivanova@lu.lv

15. Good feedback on our teaching. We see the descriptors which need further work as students have rated them low.  I can design language courses around the requirements of the national and local curricula. - 50  I can understand the principles formulated in relevant European documents (e.g. Common European Framework of Reference, European Language Portfolio) – 30  I can understand and integrate content of European documents (e.g. Common European Framework of Reference, European Language Portfolio) as appropriate in my teaching. – 40  I can apply appropriate ways of reading a text in class (e.g. aloud, silently, in groups etc.). - 50  I can deal with errors that occur in spoken and written language in ways which support learning processes and do not undermine confidence and communication. – 50  I can draw on appropriate theories of language, learning, culture etc. and relevant research findings to guide my teaching. - 40 rsm@lu.lv ilze.ivanova@lu.lv

16. I can deal with errors that occur in spoken and written language in ways which support learning processes and do not undermine confidence and communication. – 50 How to improve? What’s the strategy? We could adapt descriptors making some of them easier to understand, narrowing them down. rsm@lu.lv ilze.ivanova@lu.lv