WLP Project Development

I'm glad to report you three diferent intersting articles that might be interesting for the propouse of this forum discussion:

E-portfolios: an assessment tool for online courses

British Journal of Educational Technology, Volume 35 (November 2004). Page 717 by Robin , Mason Abstract

This article considers the various uses of e-portfolios in an educational context and looks at the particular characteristics of the electronic version of portfolios. It then focuses on the application of the e-portfolio as an assessment method. A case is made for the use of the e-portfolio as an appropriate end of course assessment process where learning objects are the basis of the course design. Evaluation data from such a course is presented. This is a post-graduate online course run by the Institute of Educational Technology at the Open University. Conclusions are drawn from the evaluation about the appropriateness of e-portfolios as an end of course assessment method.

Analysis of ill-structured problem solving, mentoring functions, and perceptions of practicum teachers and mentors toward online mentoring in a field-based practicum

Instructional Science (January 2006), pp. 1-40. by Hew KF, Knapczyk D Abstract

This article describes an exploratory study of question prompts and online mentoring (specifically a lateral or peer mentoring experience) in a field-based practicum that focused on teaching ill-structured problem solving of classroom discipline. Data were gathered on 26 in-service practicum teachers through online observations, online journal reports, questionnaires, and reflection logs. Results showed that the practicum teachers were successful in using the approach to plan and implement effective interventions for their students and that they perceived the online mentoring approach as being very beneficial in supporting their learning. A more detail analysis of seven practicum teachers and their mentors indicated that their mentors engaged in eight types of online mentoring functions; the most frequently used were asking practicum teachers to elaborate, and valuing the practicum teachers’ contributions. The influence of the mentoring functions on the seven practicum teachers’ ill-structured problem solving is also discussed. The study offers evidence that asynchronous online mentoring and question prompts can enhance the professional development of both practicum teachers and mentors by helping them learn about and apply intervention strategies in solving real-world teaching problems

Learning technologies for adult continuing education

Studies in Continuing Education, Vol. 28, No. 2. (July 2006), pp. 121-133. by Mason , Robin Abstract

This paper discusses three technologies used in an adult continuing education Masters programme: blogging, learning objects and e-portfolios. My reflections on their use and on the literature underpinning their use form the basis of the discussion. All three of these technologies were used to promote self-directed learning, reflection and learner choice in the activities undertaken. Although these technologies were very successful for our students, the paper concludes that adult learners who take an online Masters programme are not typical of all adult learners, much less all adults.

Just struggling a bit today trying to define what is it exactly that I'm trying to do!  Not as some profound existentialist study (though can it be true George dubya B has been reading Camus at his ranch) but in relation to the online module I'm trying to develop on using Labour Market Information Effectively in Guidance.

I feel strongly that the module will comprise a series of suggested activities/learning objects through multiple entry points.  To facilitate the learner led progression through the various resources what is needed is some sort of personalised learning space but I felt quite strongly yesterday that this would be something quite distinct from a portfolio, and said as much in my blog about the developmental process.  I feel this personalised learning space isn't a blog either, it's something else, but today, I am not sure that distinction is quite so clear....

On balance, I think of 'portfolios' as being about amassing evidence for external scrutiny as a means of demonstrating externally set learning outcomes.  However, that may not be entirely fair - i've had a sprint through some of the literature on the WLP site and it would be ludicrous to claim there isnt going to be common ground between what the online module's 'personal learning space' and what many eportfolios set out to do.  Sure  I want to include space for reflection, potential for storing project 'work' and resources and it may be that this could be used to demonstrate learning to a third party if desired.  I suppose then the difference for me is attitudinal - the driver for keeping the 'personal learning space' active is the desire of the learner to learn and document their progress as a way of consolidating and building on that learning voyage.  So, the impetus to use the 'personalised learning space' (oh how I wish we could come up with a better term than that) is the user thinking 'wow, that's a really handy tool to use to help me to organise my thoughts on this topic', rather than, 'oh no, here we go, more death by the futile act of evidence creation and demonstration this time on line ...'

As for blogs, that maybe closer to what is envisaged in terms of ownership, except that:

the user is more likely to keep this area as private (though they wouldnt have to)

there would be more functionality than the average blog

the link between the module and 'personal learning space' is strong and streamlined, i.e. automatic importing of relevant exercises into the 'appropriate' place in the PLS by giving a prompt feature on completion /abandonment of any exercise 'i have finished with this for now, please save to my PLS' click here for auto- shift to new wonderful PLS!

so i think that's the difference, the learner drives the space, and it is a useful tool rather than a tedious organisational requirement.

Does anyone else see a distinction to be made, or is it an artifical and perhaps unhelpful divide?