Case Study- Use of e-portfolios and blogging in Teacher Education. University of Wolverhampton
Overview:
Hughes introduced an online learning environment, promoting blogging and e-portfolios. This environment was trialled on PGCE students over 3 years. The study was used to promote reflective writing, journal entries and critical incident sharing, it links with learning to learn as well.
The idea was to create an area which would “encourage a deeper engagement with theorising practice leading to observation evidence of teaching practice underpinned by theoretical understanding and application.” (Hughes, 2008)
Objectives:
To create “an online learning environment that presented itself as inherently more dialogic and intuitive.” (Hughes, 2008)
Evaluation Methods:
Exam results have improved.
Student’s enthusiasm for e-learning has increased.
Students are still blogging after the courses finish.
Benefits:
Degree grades over both years have improved.
“The increase in A and B grades across the 2 years was specifically linked to the quality of the reflective writing.” (Hughes, 2008)
Challenges:
Lack of vision in own school
Inability of colleagues to separate the product and learning process.
Start up costs.
Personal Observations:
I think the web folios are a good innovative use of technology. But, I don’t think blogging for students is entirely new and innovative, however, I do accept that by explaining how thinking about these posts can help your grades students will take a more academic approach to their blogs, ultimately improving grades as opposed to the freer less thought out posts many would already be making.
Key finding:
“The results of this study suggest that e-portfolios benefit learning most effectively when considered as part of a joined-up teaching and learning approach, rather than as a discrete entity. The approach should include online repositories, planning and communication tools, and opportunities for both students and teachers to draw out and present e-portfolios at particular times and for particular purposes.” (Hughes, 2008)
References
Hughes, J. (2008) Use of e-portfolios and blogging in Teacher Education [online] http://www.jiscinfonet.ac.uk/case-studies/tangible/wolverhampton/success1 (Accessed 21 February 2010)
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Crosta and Prieto(2009)suggest that there are three areas to benchmark in innovation:
ReplyDeleteTechnological innovation, which is the inclusion of the newest and more sophisticated technical advances, instruments, tools.
Sociological innovation, which is based on the inclusion of social risk and disadvantaged people in the e-learning initiative.
Service customization, which shows the quality of services offered and the involvement of e-learning organisations in the improvement of the features of their programme.
Do you think we can pretty much argue that at the time of the study the technology was still relatively new and so could be termed as innovative?
If we read further around the Wolverhampton Uni approach to e-Portfolios we can see that they are trying to achieve sociological innovation as well by widening participation(Duncan-Pitt,2009). Unfortunately, Hughes doesn't really give us a lot of information but maybe the Foundation students in the study could be included here (Hughes, 2008). Any thoughts on that?
Do you reckon that Service customization could also be highlighted in this study?
References:
Crosta, L. and Prieto, V. (2009) How to measure innovation in eLearning: The i-AFIEL methodology eLearning Papers Nº 13, April. Available from: www.elearningpapers.eu (accessed 23 February 2010)
Duncan-Pitt, L. (2009) Tangible benefits of e-learning, Wolverhampton University , Use of e-portfolios to support nursing and midwifery. Available from: http://www.jiscinfonet.ac.uk/case-studies/tangible/wolverhampton/index_html (accessed 28 September 2009)
Hughes, J. (2008) Use of e-portfolios and blogging in Teacher Education [online] http://www.jiscinfonet.ac.uk/case-studies/tangible/wolverhampton/success1 (Accessed 18 February 2010)
I think 'technological' innovation is probably the best fit for this study, but after your comments am thinking of including it as covering the service area as well, like you I am unsure if there is enough information to go on with regard to the sociological area.
ReplyDeleteAgain thankyou for the food for thought.
Sarah
Do you think that there is a connection between Hughes' style of writing and her isolated position in terms of gaining support for her innovation? If she presents ideas to colleagues in the same way she wrote that case study do you think it could explain why she may have struggled to 'bridge the chasm' (to borrow a recently learned phrase.) I know there are other more obvious factors but should we also consider the personality of the innovator?
ReplyDeleteValid point :0)
ReplyDelete