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ePortfolios Pedagogy, Practice and Mahara

Speaker 講者 : Mr Lue Wing Yuen, Max David M. Kennedy, PhD

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ePortfolios Pedagogy, Practice and Mahara

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  1. Speaker 講者: Mr Lue Wing Yuen, Max David M. Kennedy, PhD 呂永源 先生 甘明德 博士 Project Technical Officer, TLC Director, TLC 教與學中心 項目技術主任教與學中心 總監 電子學檔 教學法, 實踐 與 Mahara ePortfoliosPedagogy, Practice and Mahara

  2. Your views 你的看法 • Take five minutes 用五分鐘時間 • Discuss with a neighbour 與鄰座討論下列各問題 • Write down as many types of files you would like your students to use in a portfolio of their work 你希望學生把那些不同種類的檔案放在他們的學檔(portfolio)內，請盡量多寫幾項。

  3. Your views 你的看法 • How do you think a portfolio can be used? 你認為學檔的功用是甚麼? • Who should have control of the space – T or S? 學檔內容應由老師還是學生決定?

  4. Your views 你的看法 • What makes an ePortfolio different from print? 電子學檔與紙張編印的學檔有甚麼分別? • What things can you do differently if your students can use text, audio and video? 假如學生能用文字、聲音及影像作為媒體，你會有甚麼不同的做法?

  5. Research I 研究 I • ‘e-portfolios benefit learning most effectively when considered as part of an integrated teaching and learning approach, rather than as a discrete entity. … ’ ‘當學檔用作綜合性教與學方法的一部份而非獨立文案時，最能令學習受惠’ Impact of e-portfolios on learning, BECTA

  6. Research I 研究 I Impact of e-portfolios on learning, BECTA ‘opportunities for both students and teachers to draw out and present e-portfolios at particular times and for particular purposes.’ ‘老師及學生能因着不同時間和不同目的，於電子學檔中提取及發表當中的不同內容’

  7. Research II 研究 II • ‘e-portfolios make progress and attainment more obvious to both teachers and students, because viewing and revisiting the repository of work reveals development, achievements, strengths and weaknesses’ ‘電子學檔更能向老師及學生展示學習進度及成效，因在不斷審閱及修改其內容的過程中能反映出學生的進步、成果、強與弱項’ Impact of e-portfolios on learning, BECTA

  8. Research III 研究 III • ‘e-portfolio processes and tools for organisation and communication support the learning outcomes of students with a wide range of abilities’ ‘電子學檔中的組成內容及溝通工具的應用及過程，能支援有廣泛技能的學生取得學習果效’ Impact of e-portfolios on learning, BECTA

  9. Research III 研究 III Impact of e-portfolios on learning, BECTA ‘… then likely to be substantial impact on both learning processes and learning outcomes.’ ‘…這很有可能會對學習的過程與效果帶來相當的影響’

  10. Portfolios 學檔 • Evidence 證據 • Persistence 持久 • Engagement 投入參與 • History 歷史 • Sharing 分享 • Artifacts 元件 • Media 媒體 • Formal 正式 • Informal 非正式 • Collaborating 合作

  11. ePortfolios 電子學檔 • Learning 學習 • Assessment 評核 • Tangible outcomes 明確的果效 • The student experience 學生經驗 • Professional development 專業發展 • Competencies 能力 • Employment 受雇 • Presentation 介紹 • Are there others we should consider? 還有甚麼可考慮的元素? http://scottish-rscs.org.uk/newsfeed/wp-content/uploads/2009/03/e-conf-jigsaw.png

  12. Pedagogy 教學法 • Motivation 推動 • Learning 學習 • Graduate outcomes 完成大學 課程的果效 • 21st Century skills 21世紀的技能 • Reflection 反思 • Assessment 評核 • Higher-order thinking 高階思維 • Metacognition 後設認知 • Audience, e.g. CV 觀眾(例如：個人履歷表) http://www.jvims.org/images/pedagogy.jpg

  13. A view 觀點 / 看法 電子學檔 學習者 外界 計劃 查證 認可 確認 監察 反思 評核 評審 介紹 記錄 證明 Attwell, G. 2005. Recognising learning: Educational and pedagogic issues in ePortfolios

  14. Mahara I • Open source (NZ) 公開程式的源代碼 (New Zealand 紐西蘭) • Integrates with … 結合… • Single sign-on(SSO) with Moodle 於Moodle的單一簽入 • Sizable community 富規範的社群 • Standards 標準、規格 • MaHoodle (Mahara+Moodle)

  15. Mahara II • Student-centred and controlled 以學生為中心的，由學生操控 • Blogs 博客、部落格、網路日誌 • Forums 網上討論區、論壇 • Artifacts – text, audio and video possible 元件：包括有文字、聲音與影像等 • Groups – teacher and student controlled 小組：老師及學生操控 • Wall – for public and private feedback 網上留言區：讓公眾及私人作回應 • Feedback 回應 • Teacher and student 老師及學生 • Public or private 公眾或私人

  16. Mahara III • Simple file management 簡單的檔案管理 • Multiple forms of media 多種媒體形式 • Internal (e.g., stored locally) 內部的 (例如：貯存於電腦內) • External (e.g. You Tube) 外部的(例如You Tube) • Drag-and-drop editing (Views) 拖放編輯 (Views) • Permissions control 權限管理 • Open source – community公開源代碼–虛擬社群

  17. Mahara map

  18. Demo Mahara • Single sign-on (SSO) with Moodle 於Moodle的單一簽入 • OR 或 • Stand alone 獨立的電腦

  19. ePortfolio’s, OBA and assessment 電子學檔、「果效為本教學」及評核 • OBA evidence 以果效為本的證據 • writing – the blog and/ or views 寫–博客、部落格、網路日誌 及/或 views • speaking – Audacity, PowerPoint, mp3 recording 說–Audacity, PowerPoint, mp3錄音 • listening – audio files (mp3) 聽–聲音檔案(mp3) • reading – interactions with content 讀–與內容作互動 • presenting – video capture, YouTube 介紹–影像攝錄，YouTube

  20. ePortfolio’s, OBA and assessment 電子學檔、「果效為本教學」及評核 • Management 管理 • the wall or forums 網上留言區或討論區 • using the skills of students 善用學生的技能

  21. Hands-on practice 練習 • Don’t forget 不要忘記 • the PDF files of procedures? PDF檔案的步驟? • You can control the grading and tasks 你可操控分數和作業 • Your students will learn very quickly 學生可以很快學會

  22. Hands-on practice 練習 • The curriculum and assessment need to be considered carefully before you use a portfolio with students 在使用學檔作敎學前，要詳細考慮課程及評核 • You DO NOT have to be an expert with Mahara! 你不需要成為Mahara的專家! • The TLC will help 教與學中心會協助你

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