CITE Research Symposium 2010
Mike H.L. Chui
The Hong Kong Institute of Education
Student-teachers (STs) generally perceive an e-portfolio in form of a CD-ROM Static reflective statement/ Static content
Instructors cannot provide instant feedback corresponding to a specific items
No interaction with other student-teachers
Learning experience in teacher training has not been associated probably
No further e-portfolio development
Environmental issue (dispose over 400 CD-ROMs each academic year)
IT provisions (previous practice): Briefing for the assessment items of e-portfolios
Creating a Web site with commercial Web authoring tools (hands-on) - academic years before 2008
Computer-based training (CBT) related to Web authoring (self-directed study + in-campus)
Student-teachers (STs) are unable to update their e-portfolios: Time limit for the trial version of the commercial Web
authoring tool
Unable to master the basic HTML manipulation (with/ without the commercial Web authoring tool)
Unable to master the FTP functions
Unable to understand the server-side structures
Not all student-teachers process the technical skills to create e-portfolios (Montgomery & Wiley, 2004)
Only a static Web-based e-portfolio is created (Yuen, C.Y. & Yang, H., 2010)
Viewers cannot leave feedback (Yang, 2008)
By using blogs as e-portfolios Reduce the technical setbacks for content creation
(Martindale & Wiley, 2005)
Allows publishing instantly to the Internet from any Internet connection (Richardson, 2006)
More features for interactions and updatability Share resources and ideas for reflection, interaction and
collaboration (Yuen & Yang, 2010)
Abandon teaching commercial Web authoring tools Teaching hands-on with using free blog platform + build-in
blog features + embedding Web applications (Webapps)/ blog widgets/ Web 2.0 widgets for enhancing communications Language support (English/ Simplified Chinese/ Traditional
Chinese) Blog posts Blogroll/ RSS Possible blog opportunities by using mobile devices
Video instructions support by creating a YouTube channel (for self-directed learning and revision)
Distributing case studies of using blog in teaching and learning
Blogfolio = Blog + Portfolio (Yuen, C.Y. & Yang, H., 2010)
Web-based portfolio for pre-service and in-service teachers (Milman, 1999; Yates, Newsome, & Creighton, 1999; Pierson & Kumari,
2000; Avraamidou& Zembal-Saul, 2006; Campbell, Cignetti, Melenyzer, Nettles, &
Wyman, 2007):
Reorganize
Re-evaluate
Reflect
Result in new insights
An experimental study
Population
FT PGDE(S) – 2008-2009 (107 students)
FT PGDE(S) – 2009-2010 (128 students)
A questionnaire has been adopted and examined by a professional in a discipline of assessment, and distributed to the population who have received the IT provisions and need to submit e-portfolios.
Students are randomly selected as their responses are optional.
Totally 153 questionnaires have been received in two academic years
32%
46%
20%
2%
How confident will you use today's Web site builder for blogfolio construction in the future?
Very confident
Confident
Fairly confident
Not confident
96%
0%4%
0%
How do you rate your knowledge/ concepts by using blogfolio in learning and teaching after the IT provisions?
More knowledgeable
No change
Confused
Very confused
1% 17%
5%
13%
6%
14%
13%
4%
4%
19%
3% 1%
Which of the following element(s) in a blogfolio would enhance teacher-students communication?
Weather forecasting
Discussion forum/ Blog post
Background Music/ Music jukebox
Poll/ Voting/ Survey
Embedded Instant messaging tool
Educational Game
Embedded Video
Instant translation to other language
Calendar/ Scheduling tool
Photo album
Password-protected area
Podcasting
How do you (as a teacher) apply blogfolio for knowledge construction? I can also get more information in the fast developing world.
By creating or adding YouTube on the blogfolio.
Using blog as an interesting/ vivid platform for students and teachers to exchange ideas after classes.
It is very useful for students to keep track on their learning process, especially if they were absent (the classes before). Students can download PowerPoint or worksheet at any time.
Teachers can collect feedback and amend their teaching content and strategies.
How do you (as a teacher) apply blogfolio for knowledge construction? Share knowledge like PowerPoint and video with students.
Teachers can upload learning materials for students to download which facilitate revision.
Teachers can upload extra materials (e.g. video clips/ news clips) for students’ self-directed learning.
Remind students the key learning areas (especially for long vacation)
More opportunities to communicate with students about teaching and learning
Embed different media
Why the selected element(s) could enhance teacher-students communication? Discussion forum/ Blog post/ Poll/ Voting/ Survey
Can gather information/ comments from students
Students can post private or public messages
Teachers can better understand student's favourite, mood and opinion
Understand students' needs
Important notes can be posted
Why the selected element(s) could enhance teacher-students communication? Embedding instant messaging tool
Instant feedback can be received
Photo album Can help students to know more about the teacher
Visualise the life of each others
Share happiness with each other
Why the selected element(s) could enhance teacher-students communication? Educational game
Can enhance students' interest in learning (about motivation)
Enable interactions between students and teachers
Embedding video Learning by video is more effective than learning by text
Why the selected element(s) could enhance teacher-students communication? Others
Teacher and student can share the information or teaching materials at the same time
Interactivity
Students can raise ideas
Supplementary notes
As a medium for students expressing themselves
Student-teachers (STs) are basically satisfied with the user-friendliness of the online Web site builder (i.e. Viviti.com) even though some of the respondents are the first-time bloggers
STs also have the tendency to continue building up their knowledge as well as using the builder for learning and teaching activities in the future
STs enjoyed customisation of their own blogfolios with the introduced Webapps which agreed with the founding by Tapscott (2009) in his book about the habits of young people (i.e. the Net Gener). JISC (2008) also highlighted that being able to customise is crucial for e-portfolio construction
JISC (2008) also suggested that a customisable interface of an e-portfolio system would enable learners to explore their identity. A blogfolio is somewhat of a display of personalisation, with a certain extent of customisation, enables learners to explore one’s identities.
Avraamidou, L. & Zembal-Saul, C. (2006) Exploring the influence of Web-based portfolio development on learning to teach elementary science. AACE Journal, 14(2), 178-205.
Campbell, D. M., Cignetti, P. B., Melenyzer, B. J., Nettles, D. H. & Wyman, R. M. (2007) How to develop a professional portfolio: A manual for teachers (4th Ed.). Boston, MA: Pearson Education.
JISC (2008) Effective Practice with e-Portfolios – Supporting 21st century learning. [online] Available from: http://www.jisc.ac.uk/media/documents/publications/effectivepracticeeportfolios.pdf[Accessed 12 May 2009]
Martindale, T. & Wiley, D. A. (2005) Using Weblogs in scholarship and teaching. TechTrends, 49(2), 55-61. doi:10.1007/BF02773972
Milman, N. (1999) Web-based electronic teaching portfolios for preservice teachers. Paper presented at the annual meeting of the Society for Information Technology and Teacher Education, San Antonio, TX.
Pierson, M. E. & Kumari, S. (2000) Web-based student portfolios in a graduate instructional technology program. Paper presented at the annual meeting of the Society for Information Technology and Teacher Education, San Diego, CA.
Richardson, W. (2006) Blogs, wikis, podcasts, and other powerful Web tools for classroom. Thousand Oaks, CA: Corwin Press.
Tapscott. D. (2009) Grown up digital: How the Net Generation is Changing Your World. New York: McGrawHill.
Yang, H. (2008) Blogfolios for student-centered reflection and communication. In M. Iskander (Ed.). Innovative Techniques in Instruction Technology, E-Learning, E-Assessment and Education. Berlin: Springer.
Yates, B., Newsome, J. & Creighton, T. (1999) Standards based technology competencies: Electronic portfolios in preservice education. Paper presented at the annual meeting of the Society for Information Technology and Teacher Education, San Antonio, TX.
Yuen, S.C.Y., & Yang, H. (2010) Using blogfolios to enhance interaction in e-learning courses. In Yang, H. & Yuen, S. (Eds.). Handbook of research on practices and outcomes in e-learning: Issues and trends (pp. 455-470). Hershey, PA: IGI Global.
Thank you very much for your participation