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Can e-Portfolios support professional and collaborative practice?

Can e-Portfolios support professional and collaborative practice? Robin Trangmar, Coleg Llandrillo Cymru Workshop 2B22 Tweet #escalate2B22. Croeso / Welcome. Overview: Questions about you Setting the scene and context of post-16 ITE in Wales Review of the project Discussion

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Can e-Portfolios support professional and collaborative practice?

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  1. Can e-Portfolios support professional and collaborative practice? Robin Trangmar,Coleg Llandrillo Cymru Workshop 2B22 Tweet #escalate2B22

  2. Croeso / Welcome • Overview: • Questions about you • Setting the scene and context of post-16 ITE in Wales • Review of the project • Discussion • No paperwork for the workshop – electronic copies of papers from r.trangmar@llandrillo.ac.uk

  3. Questions about you … • Which phase are you from? • Primary; Secondary; Post-16 / Lifelong Learning • How many of you • use an e-portfolio system to record trainee teachers' progress? • record your own learning / experience using an e-portfolio system • share and discuss experiences using a web-based system?

  4. Questions about you … • How many of you • Blog? • Tweet? • After the session if you want to discuss, then message through Twitter • use hashtag #escalate2B22 • Online: • www.twitter.com/robintrangmar • Blog: http://yrathro.wordpress.com

  5. ITE in the Lifelong Learning Sector (LLS) • LLS ITE courses are different! • Usually in-service, and part-time • Not subject specific – generic model of Teaching, Learning & Assessment • Trainee teachers are • Sometimes graduates • Often time-served professionals • Sometimes may only have a vocational qualification at NVQ3 • Not straight out of school

  6. Wales Please wait .... Context – LLS in Wales • England • Required to register with Institute for Learning (IfL) • Show annual evidence of 30 hours CPD • Professional formation based on approved qualification, literacy and numeracy qualification • Leads to QTLS

  7. Overview of the e-portfolio project • Small project using PebblePad • 7 participants • 12 week duration • Participants • Qualified teachers in the lifelong learning sector • Ambulance Paramedic trainers • Generally strong IT skills

  8. Key question leading the project • How would it be, if practitioners engaged in reflective practice using a tool which created an asset that could be visited by other practitioners, discussed and knowledge developed based on a complex and rich multi-dimensional analysis of the situation?

  9. Why use e-Portfolios? • Intention to improve reflective practice through • peer to peer working, and • sharing of events, critical incidents with immediacy, rather than on a paper-based submission to meet an assessment need • Importance of recording learning through experience, rather than assessment / CPD ticks • Creation of a framework that starts with teacher training and continues into professional life • Creation of a repository of knowledge through reflection and discussion

  10. Concept of Knowledge • Trainee teachers • Explicit knowledge • Often ask practitioners, “How do you ...” • Teacher educators • Tacit + Explicit knowledge • Shrinking knowledge of the real world of teaching • Mentors • Tacit knowledge + subject knowledge • Expert subject practitioners

  11. What happened? • Some limited sharing of work issues and problems • Some sharing of common issues around social activities • Problems identified with the module assessment framework • Two very strong reflective portfolios created • One participant extending project into Ambulance Service training programmes

  12. Experience – participants’ comments • It felt uncomfortable as this was not researching something that could be supported by references ... • It was like a breath of fresh air. I was able to work on my portfolio a piece at a time, enabling me to reflect on the work I was submitting and gain real value from the effort. • I feel that more guidance was needed as the majority of assets created early on did not go into my final portfolio. • It was a case of learning or trying to learn a new method when in my opinion utilising my own resources was easier. • Less taxing - though it took time to get used to the software

  13. Experience – course tutor’s comments • The flow of random shared assets created by some participants created challenges for the course tutor who found that it was necessary to look at each piece of work as it electronically flipped across the desk. • Assessing work online needs more work! • Cautious about the possibility of ‘coaching’ on assets used for assessment

  14. Findings • Training and support needed for all participants • e-Portfolios need to be embedded within • Course structures • Trainee's practice • Teacher educator's practice • Dummy portfolio needs creating with exemplars • System needs to be secure so that confidential material is isolated appropriately

  15. Can e-Portfolios support professional and collaborative practice? Discussion

  16. Diolch yn Fawr

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