Bit by bit it all adds up engaging

‘Bit by bit, it all adds up’ engaging and assessing student learning through e. Portfolios Dustin Hosseini Coventry University @Dustin. Ac. Ed dustin. hosseini@coventry. ac. uk

Note to viewers post conference Additional handouts were given at the conference. If you wish to have a copy of these, please contact me directly and I’ll be happy to provide you with the handout, which is a e. Portfolio assessment toolkit.

Abstract in brief ● EAP programs: o high stakes, intensity, wastage ● e. Portfolio as a diverse solution: o integrated skills & reflective practices o multimodal assessment capabilities o creativity & transferability

Session summary ● ● ● underpinning theories rationale for including e. Portfolios affordances of e. Portfolios caveats of e. Portfolios materials for thought questions

Underpinning theories ● knowledge is socially constructed o cf. Dewey, Vygotsky and others ● reflective and reflexive practices can focus learning while fostering criticality o cf. Gillie Bolton, Jennifer Moon and others

Informal survey on the BALEAP mailing list: 81 responses of 990+ possible Have your students ever built e. Portfolios on your program?

● Most common reasons: ○ 29 of 81 - never considered using e. Portfolios ○ 25 - lack of knowledge/training per setting up ○ 16 - lack of knowledge per assessing e. Portfolios ● Noteworthy reasons: ○ difficulties per institutional VLE ○ software-related issues ○ assessment Reasons why e. Portfolios are not used

Rationale for e. Portfolios ● significant evidence for (e)Portfolio usage ● creative & constructive ● evidences development and progression ● fosters learner & graduate attributes ● can wholly replace written assessments ● extends learning

Affordances of e. Portfolios can. . . ● develop learners in many ways ● offer learners a personalizable space ● allow diverse assessment methods ● exploit open source/freely available tools

Caveats of e. Portfolios What to consider… ● e. Portfolio systems/tools - which ones? ● university regulations & systems ● training ● engagement

An example of an e. Portfolio

Sample e. Portfolio rubric

Materials for thought ● e. Portfolio Assessment Rationale ● e. Portfolio Assessment Criteria ● e. Portfolio Assessment Brief NB: To those who cannot attend, contact me and I can send you these. They are licensed Creative Commons Attribution. Non. Commercial-Share. Alike. Please modify, attribute and share them freely!

References & suggested reading tom. muir@hioa. no Bolton, G. (2010). Reflective practice: Writing and professional development. Sage Publications. Burner, T. (2014). The potential formative benefits of portfolio assessment in second and foreign language writing contexts: A review of the literature. Studies in Educational Evaluation, 43, 139 -149. Burr, V. (2003). Social constructionism. Psychology Press. Chau, J. , & Cheng, G. (2010). e. Portfolio, Technology, and Learning: a Reality Check. Journal of Interactive Learning Research, 21(4), 465 -481. Chau, J. , & Cheng, G. (2012). Developing Chinese students' reflective second language learning skills in higher education. The Journal of Language Teaching and Learning, 2(1), 15 -32. Cheng, G. , & Chau, J. (2013). A study of the effects of goal orientation on the reflective ability of electronic portfolio users. The Internet and Higher Education, 16, 51 -56 Cheng, G. , & Chau, J. (2013). Exploring the relationship between students' self-regulated learning ability and their e. Portfolio achievement. The Internet and Higher Education, 17, 9 -15. Cummins, P. W. , & Davesne, C. (2009). Using electronic portfolios for second language assessment. The Modern Language Journal, 93(s 1), 848 -867.

References & suggested reading tom. muir@hioa. no Dewey, J. (1929). Democracy and education. Dewey, J. (1933). How we think: A restatement of the reflective thinking to the educative process. Heath. Ferrari, L. , & Zhurauskaya, D. (2012). e-Portfolios for Language Learning and Assessment. ICT for language learning, 5(4). Gerbic, P. , Lewis, L. , & Amin, N. M. (2011). Student perspectives of eportfolios: Change over four semesters. Changing Demands, Changing Directions. Proceedings ascilite Hobart, 423 -436. Lantolf, J. P. , & Lantolf, J. P. (Eds. ). (2000). Sociocultural theory and second language learning (p. 1). Oxford: Oxford University Press. Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice. Psychology Press. Moon, J. A. (2004). Reflection and employability (Vol. 4). LTSN Generic Centre. Moon, J. (2004). Using reflective learning to improve the impact of short courses and workshops. Journal of Continuing Education in the Health Professions, 24(1), 4 -11.

References & suggested reading tom. muir@hioa. no Moon, J. (2005). We seek it here. . . a new perspective on the elusive activity of critical thinking: a theoretical and practical approach. Higher Education Academy: University of Bristol. Moon, J. A. (2006). Learning journals: A handbook for reflective practice and professional development. Routledge. Moon, J. (2010). Learning journals and logs. Centre for Teaching and Learning, UCD Dublin http: //www. deakin. edu. au/itl/assets/resources/pd/tl-modules/teaching-approach/group-assignments/learning-journals. pdf. O’Keeffe, M. , & Donnelly, R. (2013). Exploration of e. Portfolios for Adding Value and Deepening Student Learning in Contemporary Higher Education. International Journal of e. Portfolio, 3(1), 1 -11. Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Harvard University Press. Vygotsky, L. S. (2012). Thought and language. MIT press.

tom. muir@hioa. no Questions