Independent learning?

A recent post by Gerry White of DERN got me thinking - 'How independent can learning ever be?' Obviously even the books we read, the style of writing, the bibliographies that we check out all influence our learning, nevermind our own preferred learning styles. However, what clearly impressed me about both Gerry's article and the initial document by Chau and Cheng is that of the controlling factors that influence how a learner sets about a particular task.

Questions arise as to how much influence the culture of a country, the ethos of the institution, the background of the teachers, their presentation styles, the curriculum, the school's resources, home resources and relations with other students all combine to form the learner's individual learning environment. In response to the Chau and Cheng article, therefore, I wrote:

The Chau and Cheng article makes good reading but perhaps inadvertently highlights a number of issues which, for me, make me feel that the whole ePortfolio exercise in the Hong Kong university was missing the point. Firstly, the aspect of peer-review and collaboration. To quote:

"In general, peer feedback was hardly found because it was not mandatory in the competition. Students tended to assign less significance to peer comments, but consistently agreed on the usefulness of teacher feedback for language learning in both cognitive and affective terms."

To me this is one of the most important features of an ePortfolio, that of feedback which can clarify, confirm or even change one's thinking. - Apart from anything else, peer review or that of mentors or 'other experts' reduces something of the workload of teachers.

Secondly, the feedback from teachers appears to be mainly summative, whereas I would argue that the ePortfolio is an excellent medium for allowing the teacher to apply 'a guiding hand on the tiller' before things get completely out of hand. It is generally recognised that so-called summative feedback is too late and of little consequence 'after the event'.

Thirdly, the Chinese University's concept of the ePortfolio appears to ignore its central concept of being learner-owned. It appears to be being used as a learning management system. I quote:

"Where the students’ desire to meet evaluation criteria prevails, the potential of e-portfolios for individualised developmental performance is eroded. Where teachers struggle to forge their identity in the shift towards a learner-centred paradigm without appropriate and adequate scaffolding, e-portfolios may be seen as another externally mandated exercise in which teachers are coerced to participate. Where institutional policy takes developing graduates’ competitiveness as its focus, e-portfolios bear the risk of perpetuating a culture of ‘dressing up’ achievements at the expense of candid interrogation of weakness for progress."

Fourthly, I am concerned that the sample ePortfolio as in Appendix 3 is a very scant example and is apparently lacking in any real personal identity. How does the material showcased relate to the rest of the student's life etc?

I think that the time is well overdue to look beyond 'pilots' and to try and define what a real ePortfolio should be capable of doing, how the ePortfolio can widen the owner's learning experience and how, secondly, it can also make work better for the practitioner.

VET E-portfolios Showcase presentations

Whilst re-visiting the VET E-portfolios Showcase presen-tations I was most impressed by how VET and adult learning rings true with my vision of eFolio as a Lifelong and Lifewide tool.

Despite the variable sound quality of the Elluminate presentations I would strongly recommend listening to the presentations. In the first presentation keynote speaker, Ruth Wallace (Charles Darwin University), presents her research into the use of e-portfolios to support learner identity and re-engagement. She repeatedly used one of my pet phrases, concerning the ability of the e-Portfolio to represent 'This is ME'.

Perhaps the main message is about how the e-Portfolio can help to establish a learner's on-line identity and even how the learner chooses to organise the e-Portfolio and their learning. - Well worth listening through.

Jerry Leeson spoke fluently but raised many questions which remained unanswered. All thanks must go to Allison Miller for organising the conference

e-Portfolio Tools

Thanks to Ali, a project developer from New South Wales, a very interesting blog on e-Portfolios including this YouTube presentation by Dawn Corley. A thoughtful reminder of many of the features that are a consistent part of eFolio.

Click here for the YouTube presentation.

Yes, a good set of tools and processes, we now need to create the strategies for learning to take place, using our e-Portfolios in such a way that reflection and engagement will take off!

Passion and Learning

I have just come back from 3 days of HE/FE conferences in which I heard repeated criticisms of VLEs and e-Portfolios as not meeting the needs of students. Discussions ranged from the sterility of the formats to the inability of lecturers and professors to actually understand the potential of the new technologies.

And then, next morning, I discovered this offering from Angela Maiers' presentation for K12OnlineConference09. What a refreshing change this was! This raised my spirits for the simple reason that this is what I see as the secret of eFolio. The reality of real involvement as opposed to the half-hearted efforts of our kids in the classroom that Angela refers to is at the heart of the child's ownership of learning.

As I said at one of the meetings, 'Unless all stakeholders are fully consulted before the implementation of a new technology (here talking about VLEs), unless the decision makers are educated as to the full potential of the new tools, unless they can then in turn decide how this will impact on teaching and learning, it is no wonder that the technology fails to meet expectations.'

And this is equally true of e-Portfolios. In all sectors of Education, it would appear, decision makers have failed to do the spadework of consulting with the whole range of stakeholders - and certainly do not appear to have explored how the e-Portfolio can change teaching and learning. Far too often it is the case that installations are managed by technicians who have little understanding of the future direction of education. It is essential, as Angela Maier clearly illustrates, that unless the e-Portfolio is designed (by educators) to adapt to the learner's individual passions there will be very little chance of its real takeup within education.

What about the ‘forgotten armies’ ?

Students at school or college may be a considerable group of learners, but in terms of numbers perhaps they become the minority and the very cause of the problem of the 'silo of academic thinking' in terms of e-Portfolios that I am desperately trying to overcome.

Starting with some pointers from a recent conference, I present a list of those who are presently missing out from the sort of inclusion and support an e-Portfolio can provide – our ‘forgotten armies’:

1. Adults aged 55+ - an increasingly larger group of people who do not want to be excluded from the world even if their mobility or communication skills are reduced.

2. People in rural areas – what with the increasing costs of transportation, the reduction in public services including Post Offices and shops, all are increasing the isolation of communities.

3. People in areas of multiple deprivation – again, people who are self-conscious are less likely to want to communicate with others or lift themselves out of their predicaments.

4. C2DEs (ie lower potential employability) – generally not e-confident, often school dropouts or neets and not aware of how to go about self improvement.

5. The disabled and those with learning difficulties – digital technologies are not always suitable and very often good resources are hard to find.

6. The unemployed and low-income households – not always lacking in digital technologies but often not aware of their full potential eg used for job-seeking or on-line learning.

7. People affected by mental ill-health – the need to communicate, instantly, but without the challenges of f2f meetings needs to be addressed.

8. Homeless/vulnerably housed adults – in an unsecure world the ability to log on in a library, internet cafe or job-centre can provide an excellent base from which to communicate with others.

9. Itinerant workers and services personnel – as seen in recent news items about soldiers in the field, the ability to communicate wherever one is can be a very comforting and reassuring facility.

10. 'Delegators' (ie those who pass on any ICT work to others) – there is a vast army of people who always delegate even simple tasks to others. This avoidance of digital technologies needs to be overcome through appropriate support.

11. Those detained in Prison (both staff and inmates) – The risk of the misuse of ICT facilities is recognised but hundreds of thousands of inmates are missing out on educational opportunities.

When I consider the vast range of those who are missing out from what others do every day and often several times a day, I feel like some lone evangelist shouting out in the wilderness, “Turn, your life around and find a new and better way of living!”

This is just an extract from a 3-page article, 'e-Portfolios - getting to where others can’t reach?'

Beyond the Virtual?

'The loneliness of the long distance runner' came to mind as I first saw this article in eSN Today. The article by Christine Van Dusen raised the vision of the 'Home-Alone' learner - and soon expelled any thoughts that I might have had along these lines. She continues:

"This static, impersonal, anti-social school experience is the image that many parents, teachers, and school administrators continue to have in mind when they picture the world of online learning, even as more and more brick-and-mortar school districts explore full- or part-time virtual education. But this image is a flawed one, experts say. Not only are most online-education programs highly interactive, with students engaging in virtual discussions with teachers and their peers as they work on inquiry-based projects and activities, but often the learning takes place within—or is supplemented by—a traditional classroom experience."

Strong communication is key to effective online learning
In the same newsletter, Meris Stansbury comments on a new research paper (Sept 2009) by the International Association for K-12 Online Learning. In particular, I liked her analysis of 11 points: 'Characteristics of successful online teachers.' I commend this article as a good checklist for those involved in on-line tutoring or even those considering such a career. I list the brief headings of each of her main paragraphs and suggest that you read, reflect upon and inwardly digest the full contents of her list:

1. 
   
   Meets the professional teaching standards....
   


2. 
   
   Has the prerequisite technology skills to teach online:
   


3. 
   
   Plans, designs, and incorporates strategies....
   


4. 
   
   Promotes success through regular feedback, prompt response, and clear expectations:
   


5. 
   
   Models and encourages legal, ethical, and safe online behaviour....
   


6. 
   
   Has experienced online learning from the perspective of a student,...
   


7. 
   
   Understands and is responsive to students with special needs....
   


8. 
   
   Creates and implements assessments in ways that ensure validity and reliability.
   


9. 
   
   Develops and delivers assessments, projects, and assignments that meet standards-based learning goals:
   


10. 
    
    Uses data to modify instruction and guide student learning:
    


11. 
    
    Collaborates with colleagues; networks with others involved in online education.

For me, yes, as you might guess, this is yet another area where I would claim that a professional level and yet user-friendly e-Portfolio system such as eFolio is the perfect solution for making Distance-, Virtual-, or Home-learning a successful and enjoyable expereince for all concerned, teachers, parents, learners and peers; to name but just a few!

Becta Schools Update - Sept 2009

For the sake of those who do not receive the Becta newsletter I have copied the following (with permission). Although the word e-Portfolio is not mentioned anywhere in the article I feel that so many of the initiatives mentioned here would benefit from e-Portfolio connectivity. I quote Niel McLean, Executive Director, Schools and Families:

"In this edition I’d like to draw your attention to the idea of Learner Entitlement. We are making good progress towards developing a technology-confident education system. One of the key challenges we have to address is improved teaching with technology and promoting a technology-related learner entitlement. Delivering such an offer requires schools and teachers to consider how they are going to develop their teaching through technology, and what this might mean for their learners. Working with subject and phase experts from the field, Becta has produced guidance on the importance of providing learners with opportunities to use ICT tools to support their learning in all subjects. This will assist teachers in improving the ways in which they and their learners use technology.

"In future editions we will be updating you on some of our other major areas of work, including improving parental engagement through online reporting. Take a look at our new case study videos on this theme, starting with South Dartmoor Community College.

"You can access further information on each item featured below on our website. Please contact us with any suggestions or comments you'd like to make. Do feel free to share this newsletter with colleagues who may also be interested in what Becta is doing.

Niel McLean, Executive Director, Schools and Families"

News and features
You can always catch up with our latest news by visiting the Schools website.

The Home Access Programme
For those interested in the progress of this important programme see the PowerPoint.

Learner entitlement to ICT
Pupils should be given opportunities to apply and develop their ICT capability through the use of ICT tools to support their learning in all subjects. Which are the areas of the curriculum that can be truly enriched and enhanced through the use of technology? Becta, in partnership with Teachernet, have published a series of entitlement documents written by subject and phase experts to guide teachers on making the most of ICT in these areas.

Self-review framework: Share your views
With over 16,000 schools now using the self-review framework we know it is well used. But how useful is it to you? We are conducting an evaluation of the effectiveness and usefulness of the self-review framework and want to hear your views. The questionnaire will be available until 16 October 2009. There will also be the opportunity to take part in more in-depth interviews with our researchers in due course.

A guide to the use of e-learning for Diploma delivery
Are you part of a 14-19 consortia? If so our new guide will help you to build e-learning in to the design, provision, management and implementation of the new Diplomas. As well as providing strategic advice and practical support, the guide contains real examples of how e-learning is being used to support Diploma delivery.

Professional development for teachers
Regular, timely and appropriate staff training in the use of technology is essential if it is to be embedded within curriculum delivery and support services. The professional development area of the Schools site has been updated with new resources that can help your staff get the most from technology.

Visit us on YouTube
Our new Becta YouTube channel offers video material covering a wide range of topics on the use of technology in education. The aim of the channel is to share knowledge, advice and personal experiences of learners, leaders and teaching professionals to a wider audience.

Upcoming events
Becta runs and attends many events throughout the year. These are regularly added to the events section of the Schools website.

Handheld Learning Conference
5 October to 7 October 2009, London
Becta is pleased to support this conference, which this year has a theme of 'Creativity, Innovation, Inclusion and Transformation'. There will be opportunities to demonstrate, debate and explore how mobile technologies can be deployed to enable transformational improvements in learning across schools, home, further education, training and business.

NB. All of the above originally posted on the Becta Newsletter September 2009.