ePIC 2011, London, Lise Agerbæk Format assessment stimulates creativity How to appreciate and assess non-verbal or visualreflection in e-portfolios
ePIC 2011, London, Lise Agerbæk Lise Agerbæk • Assistant lecturer at University of Southern Denmark, Odense, Denmark • Associated lecturer at Lillebælt Academy of Professional Higher Education • Author of ”Portfolio Practice” and contributor to ”Portfolio Issues” – bothunfortunately in Danish
ePIC 2011, London, Lise Agerbæk Agenda • The portfolios at Multimedia Designer Education at Lillebælt Academy • A small philosophicaldetour on the nature of the portfolio • Doesreflection have to bebased on words? • Ways of scaffolding non-verbal portfoliocontentthroughassessment • A fewreactions from students, teachers and management
ePIC 2011, London, Lise Agerbæk E-portfolio at the Multimedia Designer Programme • Since september2003 every student have created their own portfolio integrated into the curriculum • In total 896 portfolios • Weuse a rubric to evaluatethem at the end of every semester
ePIC 2011, London, Lise Agerbæk Examples of 4 portfolios
ePIC 2011, London, Lise Agerbæk Obviouslyverydifferent But theyshare a prederterminedstructure - Or whatweknow as information architecture
ePIC 2011, London, Lise Agerbæk No portfoliotool • We did use a CMS created for thistill 2009 • But nowwe ask the students to createtheirportfolios from scratch as websites • Being multimedia students they have to show thiscompetence • But westipulate the structure, and describe a mandatory content.
ePIC 2011, London, Lise Agerbæk But how to assessthis?
ePIC 2011, London, Lise Agerbæk Allowme a philosopicaldetour
Lars Qvortrup The purpose of the portfolio is not (only)self observation The communicatedreflectionstranscends the privatness How so?
ePIC 2011, London, Lise Agerbæk Support system • “E-portfolio is a support system for the learning context, the purpose of which is to give students and teachers an extra space for reflection and communication” • Qvortrup, Lars (2006), Knowledge, Education and Learning – E-learning in the Knowledge Society, Samfundslitteratur Press
ePIC 2011, London, Lise Agerbæk There is alwayssomeoneelsepresent • The students (through the portfolio) interprets him/herself in dialog with an audience • This dialog can be silent and is often not directed at an outspoken audience • But as soon as you communicate you leave the privatness of self observation
ePIC 2011, London, Lise Agerbæk Ricoeur • The experience as experienced, as lived, remains private, but its sense, its meaning, becomes public. • Communication in this way is the overcoming of the radical non-communicatility of the lived ecperience as lived
ePIC 2011, London, Lise Agerbæk Do weonlycommunicate in words? Kress and van Leuwen in the 1996 book Reading Images disagrees – and arguesthatusing images is a meaningfullpractice – that is open for interpretation as much, if not in the same way as words.
ePIC 2011, London, Lise Agerbæk Our students arevisuallyeloquent. Maybe as the first generation theyexpress themselves visually on a daily basis
ePIC 2011, London, Lise Agerbæk Extension of the rubric 2 out of 9 criteria in the rubric
ePIC 2011, London, Lise Agerbæk This one is not expressinganything in relation to the curriculum. And the design is traditionel – interaction banal
ePIC 2011, London, Lise Agerbæk This one on the otherhandexpresses the sketchingprocess – and the interaction (green post-it in the top) is innovative
ePIC 2011, London, Lise Agerbæk This one on lets the eye of the figurecreate a playfull univers – a comment on thatwearelearning students to ”see”
ePIC 2011, London, Lise Agerbæk So not just a matter of taste
ePIC 2011, London, Lise Agerbæk Reaction to the new rubric • Qualitative interviews with 12 students • And 4 staffmembers • 2 managers
ePIC 2011, London, Lise Agerbæk What do the students think? Generally theyare positive ”We have to learn to use relevant picturesanyway, oncewegetourownclients” But somefeel a littleintimidated ”Some of the other students aremuchbettervisuallythanme”
ePIC 2011, London, Lise Agerbæk What do the teachersthink Alsomostly positive reactions ”My students have gottenmuch more creative, when it is asked of them to be more visuallyprecise, and innovative in userinteraction. Theycompete in this” Somegrumblingthough ”It is hard to have to justifyyour gut feeling to the students”
ePIC 2011, London, Lise Agerbæk Whatdoes management think On a positive note ”I am proudwhen I hear students speak positivelyabouttheirexperience of the study. Theyalwaysmention the portfolio” On a more hesitant note ”I have yet to see the result in employabilitynumbers or in retention rates”
ePIC 2011, London, Lise Agerbæk Thankyou • firstname.lastname@example.org • Portfolio: http://www.multimediedesigner.ots.dk/users/Lise%20Agerbaek