In researching unit 3, part 1, I came across the work of Bisovsky and Schaffert (2009), on the subject of Learning and Teaching with e-Porfolios.They identify the most important processes in working with e-portfolios as:
" to clarify the target and context of the digital portfolio work, to collect, select and connect artifacts with a learning target, to reflect and manage the learning process, to present the e-portfolio artifacts, and to assess and evaluate the learning processes, development of competencies" (p13)
They use the European Commission definition of adult learning, which is "all forms of learning undertaken by adults after having left initial education and training, however far this process may have gone [3]. Adult learning includes learning for personal, civic and social purposes as well as for employment-related purposes."
They also observe that the adult learners come with very different skills, experience and background and that these differences can be capitalized upon to create what they describe as connected learning. This connected learning dimension makes a most compelling case for the adoption of e-portfolios.
[ Personal note for future reference: In my own case, I am introducing a diverse group of seasoned professionals to a new organisation model. This model will only be adopted if they are able to make the connections with their previous learning on organisations. The e-portfolio functionality of being able to incorporate artifacts that reflect the broad range of experience of these learners should certainly facilitate the integration of the new knowledge with their existing knowledge. Being able to incorporate input from their diverse colleagues into their e-portfolio will also add value to their learning experience. Finally, the functionality in an e-portfolio of being able to collect, select, and then present relevant material from their connected learning, must be a valuable additional tool in their professional practice.]
This paper has provided me with some helpful guidance around the selection of the 6 features that I use to compare e-porfolio systems. Using Bisovsky and Schaffert's findings, there is a good argument for incorporating the five processes identified above as key to the use of e-porfolios into my 6 features. As a 6th feature, I would like to explore further one of my H808 Unit 2 reflections on learner reluctance as an obstacle to the adoption of e-portfolios.
I have decided to take the viewpoint of the educator in this analysis. What would be the features of an e-portfolio system that would matter to someone engaged in adult education, such as myself? I hope to be able to incorporate my findings into Activity 3.2 in which I have to make the case for the use of an e-porfolio system.
So, to re-frame these points to fit into the activity 3.1, the six evaluation features of e-portfolio systems might be:
the functionality to target and contextualize the digital portfolio work,
the functionality to collect, select and connect artifacts with a learning target,
the functionality to reflect and manage the learning process,
the functionality to present the e-portfolio artifacts,
the functionality to assess and evaluate the learning processes, development of competencies, and
the functionality that makes the system easy to use by the learners
Ref: Bisovsky, G. and Schaffert. S., (2009), Learning and Teaching With E-Portfolios: Experiences in and Challenges for Adult Education, International Journal: emerging technologies in learning, Vol 4, No.1,
http://online-journals.org/i-jet/article/view/822/839 (accessed 10th October 2009)
Showing posts with label Theoretical underpinnings. Show all posts
Showing posts with label Theoretical underpinnings. Show all posts
Saturday, 10 October 2009
Thursday, 1 October 2009
Reflection and Learning Core Activity 2.4
Moon's (2001) paper takes a practical view of reflection and the role it can play in higher education. There are several helpful pointers for H808. And, whilst I am currently engaged in higher education as part of H808, my professional life involves me providing learning experiences for professionals who are in employment, rather than in education. I will therefore be very keenly looking out for lessons that can carry over to my professional practice.
Moon quotes Schon on the subject of Professional Knowledge. His research has demonstrated that espoused theory does not guide professional practice, rather a professional's expertise in practice is based on their reflections of the experience of being a professional. The professional over time develops tacit theories, of which they may be unaware. Making this 'knowing in action' explicit in order to reflect on it critically is seen as an essential trigger to professional development. This may very well be a start point that H808 participants should assume, myself included.
Mezirow (1991) similarly contends that adult judgements are based on assumptions, many of them very deeply held, and that these assumptions are open to question. Reflection on assumptions is therefore vital if the learner is to incorporate new knowledge into their view of the world. He describes reflection as the "intentional assessment of prior learning in order to re-establish its validity or to correct distortions"(p15).
It seems to me that both of these descriptions of the professional mindset demonstrate why we ought to take seriously the development of our reflective capabilities as learning professionals. If we wish to set an example for our learners of good learning practice, we must consider the extent to which we actively look for input that challenges our own view of the world, and that we demonstrate that we can use this input critically to examine our own assumptions. The more experienced we are, the more difficult that may prove to be, especially in the event that we do not have sufficient awareness of our own metacognitive processes.
The cohort on H808 contains a highly experienced group of professionals, who undoubtedly have strong assumptions and opinions, myself included. Since we are all required to use a reflective journal of our personal and professional development, I believe we must be willing to engage in Deep Learning. Moon, quoting Marton, Hounsell and Entwistle (1997), believes that reflection is required if learners are to move into the deeper levels of learning; making meaning, working with meaning and transformative learning.
In my own personal practice, there is an immediate parallel for the application of this learning, as we are running a Distance Learning Programme for a group of experienced professionals: these individuals have signed up to learn our consulting methodology and are considering incorporating it into their own practices. The three higher level learning processes I described above are very relevant for this group, who must be encouraged and supported to engage in deep learning, and hence, reflection. It may be possible for me to use the observation of the levels of reflection I am able to engender in my business students in parallel with our H808 reflections.
Moon recommends a number of methods for capturing reflective activity, including blogs, portfolios, reflecting on work experience, and peer and self assessment. These are all being encouraged on H808, and blogs, work experience and peer assessment will be used on my work project. Moon also recommends reflective exercises for learners who find reflective thinking difficult. These may have a place in my work based programme.
One benefit of a blog for reflection is that it is a medium in which creating the learning journal is very adaptable and correctible. In addition, the fact that the blog can then be viewed and commented on by others provides the chance to get feedback. The opportunity that a blog offers of keeping an ongoing record of reflections also sets the data in a context that enables the tracking learning development over time. Finally, the fact the the blog is published lends weight to its significance; were you just keeping personal private journal, there may be less thought given to its construction.
Mezirow, J. (1991) 'Transformative Dimensions of Adult Learning', Jossey Bass, San Francisco.
Moon, J. (2001) 'PDP working paper 4: reflection in higher education learning' online, The Higher
Education Academy. Available from: http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id69_guide_for_busy_academics_no4.doc (accessed 2 July 2008)
Moon quotes Schon on the subject of Professional Knowledge. His research has demonstrated that espoused theory does not guide professional practice, rather a professional's expertise in practice is based on their reflections of the experience of being a professional. The professional over time develops tacit theories, of which they may be unaware. Making this 'knowing in action' explicit in order to reflect on it critically is seen as an essential trigger to professional development. This may very well be a start point that H808 participants should assume, myself included.
Mezirow (1991) similarly contends that adult judgements are based on assumptions, many of them very deeply held, and that these assumptions are open to question. Reflection on assumptions is therefore vital if the learner is to incorporate new knowledge into their view of the world. He describes reflection as the "intentional assessment of prior learning in order to re-establish its validity or to correct distortions"(p15).
It seems to me that both of these descriptions of the professional mindset demonstrate why we ought to take seriously the development of our reflective capabilities as learning professionals. If we wish to set an example for our learners of good learning practice, we must consider the extent to which we actively look for input that challenges our own view of the world, and that we demonstrate that we can use this input critically to examine our own assumptions. The more experienced we are, the more difficult that may prove to be, especially in the event that we do not have sufficient awareness of our own metacognitive processes.
The cohort on H808 contains a highly experienced group of professionals, who undoubtedly have strong assumptions and opinions, myself included. Since we are all required to use a reflective journal of our personal and professional development, I believe we must be willing to engage in Deep Learning. Moon, quoting Marton, Hounsell and Entwistle (1997), believes that reflection is required if learners are to move into the deeper levels of learning; making meaning, working with meaning and transformative learning.
In my own personal practice, there is an immediate parallel for the application of this learning, as we are running a Distance Learning Programme for a group of experienced professionals: these individuals have signed up to learn our consulting methodology and are considering incorporating it into their own practices. The three higher level learning processes I described above are very relevant for this group, who must be encouraged and supported to engage in deep learning, and hence, reflection. It may be possible for me to use the observation of the levels of reflection I am able to engender in my business students in parallel with our H808 reflections.
Moon recommends a number of methods for capturing reflective activity, including blogs, portfolios, reflecting on work experience, and peer and self assessment. These are all being encouraged on H808, and blogs, work experience and peer assessment will be used on my work project. Moon also recommends reflective exercises for learners who find reflective thinking difficult. These may have a place in my work based programme.
One benefit of a blog for reflection is that it is a medium in which creating the learning journal is very adaptable and correctible. In addition, the fact that the blog can then be viewed and commented on by others provides the chance to get feedback. The opportunity that a blog offers of keeping an ongoing record of reflections also sets the data in a context that enables the tracking learning development over time. Finally, the fact the the blog is published lends weight to its significance; were you just keeping personal private journal, there may be less thought given to its construction.
Mezirow, J. (1991) 'Transformative Dimensions of Adult Learning', Jossey Bass, San Francisco.
Moon, J. (2001) 'PDP working paper 4: reflection in higher education learning' online, The Higher
Education Academy. Available from: http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id69_guide_for_busy_academics_no4.doc (accessed 2 July 2008)
Sunday, 20 September 2009
Task 2.1 My first summary - phew!
I offered to review one of the supplementary resources (The Centre for Recording Achievement) to identify what will be some of the drivers that will lead to a greater adoption of the use of e-portfolios.
The study that I focused on (rather selfishly, I have to admit) was a review that looked at the use of e-portfolios in supporting employer engagement and workforce development.
The 68 page report looked at evidence (both literature and practice) from a very wide range of Higher Education and Professional institutions of the relevance of e-portfolios to adult learners who are in employment. There is also a fairly cursory review of evidence from outside of the UK.
If I had to sum up the findings of this report, I would say that e-portfolio practice has not yet demonstrated relevance to adult, employment based learners. The report admits in its executive summary that although there is a great deal of evidence about work based learning, “literature about existing e-portfolio practice implemented with work based learners is sparse!”
There was evidence in the report of a number drivers that, in theory, ought to stimulate the adoption of e-portfolios. I would group them into four categories; government and higher education policy and practice, employer policy and practice, professional institution policy and practice and learner practice.
Successive UK and EU governments have identified the critical importance of developing a highly skilled workforce that can maintain the competitiveness of European business. The constantly changing economic landscape and relentless global competition mean that citizens of the EU must be encouraged to see lifelong learning as a condition to embrace. Hence, the UK government has targeted the Higher Education sector to engage more actively with employers, supporting them in developing programmes that are relevant to employers and employees alike. This has led to HE establishments finding ways to give academic accreditation to work based learning, and to the adoption of the use of Personal Learning Plans for many vocational learners. But whilst these are helpful developments for employees and employers alike, they have not yet stimulated the adoption of e-portfolios as common practice.
Professional Institutions such as the Institute of Physics, and the Institute for Learning report more positive attitudes to e-portfolios. Such Institutes demand that members demonstrate ongoing professional development and apply professional standards to their work. E-portfolio platforms offered by the institutes enable members to create a personalized record of their professional development that can be used in their work life, as well as validating their membership of the institution. Since there is clearly a benefit to professionals for maintaining and submitting their e-portfolio to their professional institution, this would seem to be amongst the most promising drivers for workplace learners to adopt the use of e-portfolios.
Employers, who have been on the receiving end of the Government’s encouragement to invest in employee training and development, are driven predominantly by strategic and operational demands, and these demands can be at odds with the priorities of employees and/or the Higher Education Institutions. For those employers who do see the value of recruiting the best people and then deploying and developing their careers, the e-portfolio certainly offers a valuable tool, but few to date have embraced the opportunity. We can only speculate as to why this would be, but a lack of awareness of the potency of this medium must play a part in this lack of take up. Another important factor is that the creation and maintenance of an e-portfolio is totally driven by the employee, and requires their willing engagement for success. So, whilst the information available in an employee’s e-portfolio would undoubtedly be useful to an employer, it may be difficult for them to mandate its use.
Finally, the learners themselves could become key drivers in the adoption of e-portfolios. An e-portfolio is an excellent way of demonstrating to potential employers the broad range of professional and personal skills that have been developed over an individual’s career. Work based skills can be more effectively recognized and it can be a tool to help to develop personal aspirations. The fact that e-portfolios are as yet little used in work based learning situations probably reflects the fact that the digital technologies are constantly developing and employees may have had no awareness of their existence, let alone their usefulness. As the e-generation of young people join the active workforce, their facility with web based interactions will increase the acceptability of e-portfolios as a part of working life.
Here is my sense of how e-portfolios may eventually become mainstream learning tools;
1. Government policy will continue to emphasize personal development/lifelong learning as a priority for the country.
2. The HE sector will continue to model the way and develop best practice in e-portfolio platforms and practice and any learners taking part in HE programmes will be exposed to the methodologies
3. Professional Institutions will progressively enrich their common practice of using portfolios for professional ongoing assessment by shifting to e-portfolio platforms and providing their members with advice, guidance and space for their storage and use.
4. Employees who graduate from HE programmes and who are members of professional institutes will begin to submit e-portfolios for interviews and assessments with their employers. Their employers will be impressed!
5. Employers will discover the benefits of e-portfolios and will encourage all employees to adopt this practice.
The study that I focused on (rather selfishly, I have to admit) was a review that looked at the use of e-portfolios in supporting employer engagement and workforce development.
The 68 page report looked at evidence (both literature and practice) from a very wide range of Higher Education and Professional institutions of the relevance of e-portfolios to adult learners who are in employment. There is also a fairly cursory review of evidence from outside of the UK.
If I had to sum up the findings of this report, I would say that e-portfolio practice has not yet demonstrated relevance to adult, employment based learners. The report admits in its executive summary that although there is a great deal of evidence about work based learning, “literature about existing e-portfolio practice implemented with work based learners is sparse!”
There was evidence in the report of a number drivers that, in theory, ought to stimulate the adoption of e-portfolios. I would group them into four categories; government and higher education policy and practice, employer policy and practice, professional institution policy and practice and learner practice.
Successive UK and EU governments have identified the critical importance of developing a highly skilled workforce that can maintain the competitiveness of European business. The constantly changing economic landscape and relentless global competition mean that citizens of the EU must be encouraged to see lifelong learning as a condition to embrace. Hence, the UK government has targeted the Higher Education sector to engage more actively with employers, supporting them in developing programmes that are relevant to employers and employees alike. This has led to HE establishments finding ways to give academic accreditation to work based learning, and to the adoption of the use of Personal Learning Plans for many vocational learners. But whilst these are helpful developments for employees and employers alike, they have not yet stimulated the adoption of e-portfolios as common practice.
Professional Institutions such as the Institute of Physics, and the Institute for Learning report more positive attitudes to e-portfolios. Such Institutes demand that members demonstrate ongoing professional development and apply professional standards to their work. E-portfolio platforms offered by the institutes enable members to create a personalized record of their professional development that can be used in their work life, as well as validating their membership of the institution. Since there is clearly a benefit to professionals for maintaining and submitting their e-portfolio to their professional institution, this would seem to be amongst the most promising drivers for workplace learners to adopt the use of e-portfolios.
Employers, who have been on the receiving end of the Government’s encouragement to invest in employee training and development, are driven predominantly by strategic and operational demands, and these demands can be at odds with the priorities of employees and/or the Higher Education Institutions. For those employers who do see the value of recruiting the best people and then deploying and developing their careers, the e-portfolio certainly offers a valuable tool, but few to date have embraced the opportunity. We can only speculate as to why this would be, but a lack of awareness of the potency of this medium must play a part in this lack of take up. Another important factor is that the creation and maintenance of an e-portfolio is totally driven by the employee, and requires their willing engagement for success. So, whilst the information available in an employee’s e-portfolio would undoubtedly be useful to an employer, it may be difficult for them to mandate its use.
Finally, the learners themselves could become key drivers in the adoption of e-portfolios. An e-portfolio is an excellent way of demonstrating to potential employers the broad range of professional and personal skills that have been developed over an individual’s career. Work based skills can be more effectively recognized and it can be a tool to help to develop personal aspirations. The fact that e-portfolios are as yet little used in work based learning situations probably reflects the fact that the digital technologies are constantly developing and employees may have had no awareness of their existence, let alone their usefulness. As the e-generation of young people join the active workforce, their facility with web based interactions will increase the acceptability of e-portfolios as a part of working life.
Here is my sense of how e-portfolios may eventually become mainstream learning tools;
1. Government policy will continue to emphasize personal development/lifelong learning as a priority for the country.
2. The HE sector will continue to model the way and develop best practice in e-portfolio platforms and practice and any learners taking part in HE programmes will be exposed to the methodologies
3. Professional Institutions will progressively enrich their common practice of using portfolios for professional ongoing assessment by shifting to e-portfolio platforms and providing their members with advice, guidance and space for their storage and use.
4. Employees who graduate from HE programmes and who are members of professional institutes will begin to submit e-portfolios for interviews and assessments with their employers. Their employers will be impressed!
5. Employers will discover the benefits of e-portfolios and will encourage all employees to adopt this practice.
Sunday, 13 September 2009
Key Learning Points from H802
My first year of the MA ODE programme looked at the use of technology in the learning environment.
In the final Examinable Component, I was challenged to describe the comparative strengths of using technology to enable learning, versus the medium of Print.
I focused on three aspects of learning; transmission of complex information, Interaction with Learning Material, Interaction with Learning Community. The adoption of technology as an enabler of learning becomes more valuable as interactivity (many to many) that is provided by electronic media is demanded.
The theoretical approaches that emerged as most relevant for the professional and managerial population that I serve are:
My own advice to myself is to use my forthcoming Distance Learning Programme to expose the learning processes of my professional learners using the minimum amount of 'technology', but to use the experience of observing how the learning actually happens to consider ways of scaffolding learners, and to improve the learning environment for future groups. I intend to discover whether it will be possible to substitute asynchronous communication for the combition of synchronous and asynchronous which will be used in the first version.
I will also be keen to understand what further support material and/or activities will be of use to learners.
In the final Examinable Component, I was challenged to describe the comparative strengths of using technology to enable learning, versus the medium of Print.
I focused on three aspects of learning; transmission of complex information, Interaction with Learning Material, Interaction with Learning Community. The adoption of technology as an enabler of learning becomes more valuable as interactivity (many to many) that is provided by electronic media is demanded.
The theoretical approaches that emerged as most relevant for the professional and managerial population that I serve are:
- Social Constructivism as articulated by Vygotsky and others
- Cognitive apprenticeship as articulated by Brown, Collins and Duguid
- Situated Learning as articulated by Jean Lave and Etienne Wenger (First published 1991).
- Minimalism: Boyle (1997) describes the work of Carroll (1990)
My own advice to myself is to use my forthcoming Distance Learning Programme to expose the learning processes of my professional learners using the minimum amount of 'technology', but to use the experience of observing how the learning actually happens to consider ways of scaffolding learners, and to improve the learning environment for future groups. I intend to discover whether it will be possible to substitute asynchronous communication for the combition of synchronous and asynchronous which will be used in the first version.
I will also be keen to understand what further support material and/or activities will be of use to learners.
Subscribe to:
Posts (Atom)
