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DEE CONFERENCE – CAMBRIDGE, SEPTEMBER 2007 Paul L. Latreille

EMBEDDING A GENERIC E-PORTFOLIO/PDP TOOL IN A BASIC SKILLS MODULE FOR ECONOMICS AND BUSINESS STUDENTS – WHEN SAY’S LAW DOESN’T (NECESSARILY) HOLD. DEE CONFERENCE – CAMBRIDGE, SEPTEMBER 2007 Paul L. Latreille. The agenda: impetus. e-. And response…. It’s true!!. 83%. 56%.

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DEE CONFERENCE – CAMBRIDGE, SEPTEMBER 2007 Paul L. Latreille

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  1. EMBEDDING A GENERIC E-PORTFOLIO/PDP TOOL IN A BASIC SKILLS MODULE FOR ECONOMICS AND BUSINESS STUDENTS – WHEN SAY’S LAW DOESN’T (NECESSARILY) HOLD DEE CONFERENCE – CAMBRIDGE, SEPTEMBER 2007 Paul L. Latreille

  2. The agenda: impetus

  3. e- And response…

  4. It’s true!! 83% 56% Strivens, 2007: 4-5

  5. So just what are they?

  6. The literature – a pocket summary • See reviews by Butler (2006) & Beetham (2005) • Putative benefits (esp. reflection) – evidence? • Evaluation in terms of: • Practitioner/student experiences • Technological perspectives • Focus on use in teaching & medical & nursing training/CPD

  7. Motivation • Little work exploring how these might be used & received specifically by Economics & Business students… • Report findings from an EN Miniproject to embed a generic e-portfolio/PDP tool in module EBG102: ICT & Study Skills for Business and Economics at Swansea

  8. All aboard! The Swansea platform • Local installation of Elgg platform = Oremi …a learning landscape which supports users in their social and academic networking, personal and career development and lifelong learning. Oremi is a solution provided for all, it allows the user to create communities of friends that previously existed offline or not at all. It allows users to join communities of sports, recreation, work, study and every other community that one can conceive.

  9. All aboard! The Swansea platform • Local installation of Elgg platform = Oremi Apart from communities it allows users to develop their learning through social interactions with others through the sharing of resources, expressing of opinions, presentations, personal development planning, demonstrations, working collaboratively, podcasting, mobile blogging, customisation, personal reflection, and profile creation.

  10. The Oremi timeline

  11. The Oremi timeline

  12. The early interface...

  13. Methodological evaluation issues • Issues/caveats • Conflation of pedagogy, design & platform (concept, use or system)? • Platform limitations (scope (cf. Brighton)) • Positivist vs. constructivist issues (ownership) “If you build it, [t]he[y] will come”

  14. Results • N=115 (32% response rate) • 65% male • c. 80% UK (education/language) • Chinese (7%), Welsh (3%) • Mainly Business (85.5/25.5 FTEs) • Sample selectivity? • Ubiquitous use of social networking tools (87% - almost half >3) cf. PDP tools (<6%)

  15. Usage • High usage (96%) – but ‘compulsory’ • c. 20% used prior to requirement to do so • c. 60% used system ‘only when required to do so for assignments’ • 20% of those using the system indicated they did so more frequently than once a month • Almost 30% had used it since last requirement to do so

  16. Perceived benefit of PDP assignments

  17. Using Oremi’s features

  18. Oremi and PDP processes

  19. What students least liked about the system The layout. Very hard to navigate Layout is boring and basic. Don't like names given to some of features - some are confusing as to what they do. Also some features difficult to use which means I didn't use them…. Not enough interaction with other members The page itself was not appealing Unless everyone uses it, it will never work

  20. What students least liked about the system Too similar to FACEBOOK and MYSPACE. This similarity made people not want to bother to use Oremi… Not the most user-friendly site compared to others like Friendster and Facebook. It’s not as good as other things like FACEBOOK. It’s only good when you need it for work. (Eh, what!!)

  21. What students most liked about the system It’s kinda like FACEBOOK. It’s like BEBO. Ease of use. Easy to upload files for people to see. Easy, user-friendly. Appearance. It’s a social network.

  22. And there’s more…! Communicating with friends (communities). It benefitted (sic) us greatly for the group project as we were able to communicate effectively. That I was able to upload files just for my group to see. Like blogs. Having specific communities and blogs. Private. Fact that we can upload files and everyone can access it. It cuts out having to e-mail the files to everyone else.

  23. What lessons have been learned? • Motivational issues (not unique) • Transparency of purpose (SAFs/adverts?) • ‘Badging’ – beyond Facebook! • Skills audit/action planning tool? • ‘Scaffolding’ (TiddlyWiki? CJC?) • Benchmarking statements

  24. What lessons have been learned? • Using the new features... • Showcasing (WebFolios), wikis • And the old ones better • Blogs, RSS, Communities • Induction arrangements • Hands-on sessions & worksheets • Getting them in – seeing how & why! • CamStudio ‘how to’ clips

  25. Conclusions • My own (steep) learning curve  • Supply does not (necessarily) create its own demand • Compulsion vs. ownership • “For work” and “for them” • Moving the majority beyond the strategic/superficial • So... Source: http://www.flickr.com/photos/danjlove/53644838/

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