Poon Kwai Choi (United Christian College)

Quality Learning and Teaching with the use of Information Technology

in Primary and Secondary Schools

Session 1: Electronic Portfolio電子學習檔案

Poon Kwai Choi (United Christian College)The Centre for Information Technology in Educ

ation (CITE)

Aims

The course aims at introducing the uses of electronic portfolio to facilitate quality learning and teaching as well as the concepts of knowledge building and IT tools for establishing knowledge building culture in schools.

Session 2

Session 1

Certificate of Attendance Attendance Assignment

(Teacher participants are required to submit an assignment after the end of the course in three weeks’ time

Participants have to work individually or in group, to design a plan which involves the aid of electronic portfolio (can be subject-specific or cross-curricular; can be either an extended project or a small-scale activity)

Content – first half Introduction of learning portfolios Reason for implementing learning

portfolios in schools Role of learning portfolios in education Introduction to electronic portfolio and its

characteristics How electronic portfolio enhance quality

learning Examples from worldwide

Break

Content – second half Stages of electronic portfolio development Levels of electronic portfolio development

and implementation Tools for developing electronic portfolios Comparison of advantages and limitations

of the tools Consideration and suggestion for

implementing electronic portfolio in school Summary and homework guidelines

Warm Up

What characterises the condition of worldwide

public education today?

Warm Up

Reform

Integrating ICT into Education

Warm Up

Example 1996, USA, Information Super

Highway (Similar action has been taken in Denmark, Japan, Finland, The Netherlands, Portugal and Spain)

1997, Singapore, ‘Thinking Schools’ 1998, HKSAR, IT for Learning 5-year Str

ategy 2004, HKSAR, Empowering Learning and

Teaching with Information Technology

Warm Up

Why? Globalization of the economy / enhance

our competitiveness Knowledge is increasingly seen as a prim

ary business asset and KM (Knowledge Management) is a key differentiator between competitors

New levels of social interaction Paradigm Shift in education

Warm Up

Old Paradigm New Paradigm

Teacher-center Student-center

Subject-based Cross-subject

Knowledge Knowledge management

Exam oriented Performance Assessment

School / Classroom Anytime, Anywhere

Introduction of learning portfolios What are learning portfolios?

A Learning Portfolio is a purposeful collection of student work that exhibits the student's efforts, progress and achievements in one or more areas.

The collection must include student participation in selecting contents, the criteria for selection; the criteria for judging merit, and evidence of student self-reflection.

(Northwest Evaluation Association, 1990)

Introduction of learning portfolios

What are learning portfolios? In 1990’s, the traditional storage

format for portfolios in education is paper-based, usually in manila folders, three-ring notebooks or larger containers.

Most often, the artifacts are comprised of text and images on paper, although the use of video or audio tape has been emerging.

Introduction of learning portfolios

Types of portfolios Formative (eg. Draft, Showcase) Summative (eg. Project-based, Report)

Learning Process

Formative Portfolio

Summative Portfolio

Introduction of learning portfolios

Framework for the portfolio development process: Collection Selection Reflection Projection Presentation

(Danielsen & Abrytyn, 1997; Barrett, 2000)

Why implementing learning portfolios in schools? “Learning to Learn - The Way Forward in Curr

iculum” Learning to learn

The overarching principle is to help students learn how to learn. Student centre

A learner-focused approach should be used to make decisions in the best interests of

students. Diversified learning, teaching and assessment strategies should be used to

suit the different needs of students.

Why implementing learning portfolios in schools?

“Learning to Learn - The Way Forward in Curriculum” Authentic Assessment

Assessment is the practice of collecting evidence of student learning. It is an integral part of the learning and teaching cycle rather than a separate stage at the end of teaching. It helps to provide information for both students and teachers to improve learning and teaching (assessment for learning).

Role of learning portfolios in education

How do learning portfolios bring curriculum, instruction and assessment together? Portfolio development is a powerful

assessment tool Portfolio development become a

learning process

Why using electronic?

Digital Landscape in 21st Century Everything is in digital Multimedia presentation is fun Digital storage is easy to manage

Introduction of electronic portfolios Helen C. Barrett, University of Alaska Anchorage (1991)

many documents are initially created with a computer

Hypertext links allow clear connections between standards and portfolio artifacts

Creating an electronic portfolio can develop skills in using multimedia technologies

If teachers develop electronic teaching portfolios, their students will be more likely to have their own electronic portfolios

It's fun and easier to manage the process, especially storage and presentation

Introduction of electronic portfolios

What are electronic portfolios / e-Portfolio? An electronic portfolio uses electronic

technologies, allowing the portfolio developer to collect and organize portfolio artifacts in many media types (audio, video, graphics, text).

A standards-based portfolio uses a database or hypertext links to clearly show the relationship between the standards or goals, artifacts and reflections.

Characteristics of electronic portfolios

Electronic Portfolio

Multimedia

Network Hyperlink

Database

System

How electronic portfolio enhance quality learning to support the shift of classrooms

from teacher-centered to a student-centered

to foster active and constructive learning

to develop students’ generic skills to give teachers, parents and students

participate in the assessment process

Pedagogical Benefits Student

Promote reflective self-learning Enhance study motivation Develop generic skills (eg. creativity, IT skills…)

Teacher Authentic assessment Gather students’ formative and summative result

School Enrich students’ record Present students’ success A channel that connect school, parents and students

Examples from worldwide

Nogales High School (Arizona)http://www.nusd.k12.az.us/nhs/seniorproject/digital.portfolios/ramon.salazar/page1.htm

Examples from worldwide

LaGuardia Community Collegehttp://www.eportfolio.lagcc.cuny.edu/lagcc_student_eport.html

Examples from worldwide

Southern Utah Universityhttp://dagwood.dgrc.crc.ca/eportfolio/portfolio//851//10214235711049.html

Examples from worldwide

Penn State Universityhttp://www.portfolio.psu.edu/gallery/index.shtml

Examples from worldwide

台灣明道中學http://md102.mingdao.edu.tw/rd/learn/s1.doc http://md102.mingdao.edu.tw/rd/learn/s2.dochttp://md102.mingdao.edu.tw/rd/learn/s4.dochttp://md102.mingdao.edu.tw/rd/learn/s5.doc

Examples from Hong Kong

United Christian Collegehttp://dagwood.dgrc.crc.ca/epgroup/ucc/portfolio//16//109030773039.html http://dagwood.dgrc.crc.ca/epgroup/ucc/portfolio//24//109030724041.html

Examples from Hong Kong

Fung Kai Primary Schoolhttp://fkpsam.fungkai.edu.hk/mainframe/pl_web/PLFRAME.htm

Discussion

What are common in those examples?

What are different in those examples?

Link shortcut:

http://www.hkedcity.net/ihouse/ucc-pkc/link.htm

Homework guidelines

Participants have to work individually or in group, to design a plan which involves the aid of electronic portfolio (can be subject-specific or cross-curricular; can be either an extended project or a small-scale activity)

Plan

Defining the portfolio purpose Identify the content of portfolio items What reflection should be recorded How to organize and link the digital ar

tifacts How to present the portfolio before a

n audience

Break(15 minutes)

Stages of electronic portfolio development Stage 1: Defining the Portfolio Context

Identify the purpose of the portfolio(eg. Assessment, Generic skills, Career…)

Identify the learner outcome goals(eg. Showcase, report, certification…)

Identify the resources available for electronic portfolio development(eg. Manpower, hardware…)

Identify the audience for the portfolio(eg. Students-by class/subject, teachers, parents, boss…)

Stages of electronic portfolio development

Stage 2: The Working Portfolio Identify the content of portfolio items and the ty

pe of evidence to be collected(eg. Project, writing, CV…)

Select the software development tools most appropriate for the portfolio context and the resources available.

Identify the storage and presentation medium most appropriate for the situation

Gather the multimedia materials that represent a learner's achievement

Stages of electronic portfolio development

Stage 3: The Reflective Portfolio Record self-reflection on work and achiev

ement of goals(eg. 5W - What, When, Where, Why, How, Satisfation)

Record feedback on work and achievement of goals(eg. Feeling, comment, improvement)

Stages of electronic portfolio development

Stage 4: The Connected Portfolio Organize the digital artifacts Identify patterns through the "linking"

process Final review of the portfolio and goals Match the portfolios with Standard /

Rubric

Stages of electronic portfolio development

Stage 5: The Presentation Portfolio Record the portfolio to an appropriate

presentation and storage medium Present the portfolio before an

audience Evaluate the portfolio's effectiveness

in light of its purpose and the assessment context

Levels of electronic portfolio development and implementation

Level 1: Text only Level 2a: with Graphics Level 2b: with Audio and Video Level 3: with Navigational links Level 4: with WWW links Level 5: with interactive

multimedia

Tools for developing electronic portfolios

Common tools e.g. Powerpoint, Frontpage and Dreamw

eaver

Customized systems Eg. Chalk and Wire “Electronic Portfolio

”

Example of Customized Systems Eg. www.chalkandwire.com

Comparison of advantages and limitations of the tools

Common tools Customized systems

No standard With standard

Economic Expensive

Creativity Limit on format

IT skills needed Easy to use

Hard for assess Easy for assess

Assessment Rubric for electronic portfolio

Electronic Student Portfolios, Linda E. Ash, P. 69

Consideration and suggestion for implementing electronic portfolio in school

Purpose Target Tools Storage Budget

Reference

Dr. Helen Barrett’s Electronic Portfoliohttp://electronicportfolios.com

Apple Expert Profiles http://ali.apple.com/ali_sites/ali/exhibits/1000156

The Web Portfolio Guidehttp://www.ablongman.com/kimball

Homework guidelines

Participants have to work individually or in group, to design a plan which involves the aid of electronic portfolio (can be subject-specific or cross-curricular; can be either an extended project or a small-scale activity)

Plan

Defining the portfolio purpose Identify the content of portfolio items What reflection should be recorded How to organize and link the digital ar

tifacts How to present the portfolio before a

n audience

Contact

Poon Kwai Choi ( 潘貴才 ) United Christian College (THT)

( 匯基書院 ( 大坑東 )) School Tel: 2777 8344 Email: ucc-pkc@hkedcity.net