E-Learning and the Activity-Reflection E-Portfolio

E-learning and the activity-reflection e-portfolio

Cameron Richards

Instructional Science Academic GroupSingapore National Institute of Education

Tel: 65-790-3262 Fax: 65-316-0936

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Both in on-campus and in distance education mode, e-learning is sometimes regarded as synonymous with the online access of educational content for ‘anytime, anywhere’ learning via the internet (Rosenberg, 2001). In contrast, a student-centered or constructivist perspective recognizes the potential of ‘e-learning’ to encourage more interactive and communicative modes of learning in terms of the design of appropriate educational environments and applied, ‘hands-on’ activities. The paper will discuss the use of e-portfolios as: (a) an effective learning-assessment strategy for promoting an integrated use of Information and Communication Technologies (ICTs) and an effective model of e-learning, and (b) in terms of an associated model of learning conceived as an ‘activity-reflection cycle’.

Key words: E-learning portfolio assessment ICT integration in education

activity-reflection learning cycle

In singapore, the ambitious and forward-thinking vision of the government’s it masterplan (moe 1997) has encouraged much progress towards the goal of effectively integrating information and communication technologies (ict) in education. As well as being a plan to improve classroom access to computers and the internet as ‘hardware’, the singapore it masterplan also has a strong focus on integrating ict in teaching and learning across the curriculum. However, in singapore like elsewhere many older teachers especially find it difficult to see they might achieve this in their own classrooms. However, despite official encouragement, many teachers typically struggle to link the practical use of ict to: (a) learning in different subject or curriculum areas; and (b) the process of assessment.

This paper will discuss a particular model of web-based portfolios as both a learning and assessment tool which we are refining as part of a research project at the singapore national institute of education. In practical trials so far, the model outlined below has demonstrated encouraging results for promoting ict integration. Following the visit by helen barratt (e.g. 1998) – hosted by the singapore ministry of education – there has been increased interest in the use of ‘electronic portfolios’ amongst local educators (see also cambridge, 2001; lankes, 1995; martin-kniep, 1998; niguidula, 1993). Our adaptation recognizes how the electronic portfolio concept can be designed to encourage the most effective learning of all – the transformation of either skills or information into applied knowledge in terms of an ‘activity-reflection’ learning cycle. This approach will build on but going beyond constructivist models of the changing functions of teaching and learning in the internet age (jonassen et al, 1999).

1 What is an activity-reflection e-portfolio？

The activity-reflection e-portfolio might be approached as both a general strategy and also as a particular teaching and learning tool. As a general strategy we define this model as: a learning and assessment strategy which integrates the tools and processes of information and communication technologies but also at the same time encourages, reflects, and gauges student’s progressive learning, self-evaluation and reflective practice. Put another way, whilst some educators view the internet and other technological media in terms of teaching and learning as a transmission of content, this model takes a more interactive, student-centered and innovative approach to the promoting of active learning.

As a particular teaching and learning tool, this model encourages learners to develop an online or web-based archive of learning artifacts and reflections which: (a) reflects the progress, development, and process of their learning; (b) connects practical activities with theoretical, procedural and other conceptual modes of reflective learning; and (c) represents a presentation, a personal archive and a potential shared resource or publication. Thus as the diagram below depicts, the portfolio represents a collection of activity or learning process ‘artifacts’ and associate reflections which reflect the learning process of a particular project or curriculum area. As discussed below, other models of electronic portfolio tend to have either a profiling or developmental purpose as a collection of either reflections or artifacts. This particular model converges these different purposes into a single model and also fully harnesses the use of the internet at the same time as its medium. It also provides a framework for distinguishing but accounting for the elements of both formative and summative assessment on one hand, and also the product or processes of both individual and group or collaborative learning on the other.

The secret to effectively designing an e-portfolio as a convergent learning and assessment strategy lies in encouraging effective student interaction with theory, procedures or content in terms of linking this with hands-on experience or practical contexts of application. Activities should be appropriately designed to introduce, integrate and apply ict skills and knowledge in relation to a curriculum or project purpose. It is also important to design appropriate ‘focus questions’ for learner reflection. The activity-reflection portfolio can be structured and developed in terms of several different types of templates which might be customized. A particular template model we have had particular success with is that related to introductory ict skills or knowledge courses which promote an applied, confident and innovative ict literacy or competency. The template used in such courses effectively links up introductory activities such as information literacy, basic web design and evaluation, and the educational use of internet communications. The example below in figure 1 is from a more advanced (i.e. masters) course focused on topics of ict integration in teacher education. Thus this particular template is based around reflections which are initially posted to a webforum for sharing and discussion before being refined for posting in the e-portfolio.

Table 1 A typical example of an activity-reflection e-portfolio set of hypertext links

Course X Activity-reflection e-portfolio _

A. Reflections: Framework issues

#1 Education, new IT policy and requirements, and the push for ‘innovation’
#2 Across-the-curriculum implications of ICT integration and computer literacy
#3 Customised IT plans and professional development standards
#4 Teachers and learners as ‘reflective practitioners’#2 Basic hypermedia design for education

B. Reflections: Design and practice strategies

#1 Using the internet as an electronic information learning resource
#2 Basic hypermedia design for education
#3 E-learning activities and assessment rubrics or criteria
#4 internet publication, communication, and collaboration /

C. Activity artifacts

#1 online information literacy

#2 evaluation of internet resources
#3 basic hypermedia design
#4 e-learning activity

D. Seminar presentations

Individual seminar
Group seminar: developing a practical plan for effective ict integration in education

Another e-portfolio template model which has provided particular effective is that representing project-based learning (see challenge 2000 multimedia project, 2000). This model requires learners to reflect upon the different stages and elements of project development. Such reflections also link to progressive activities in developing digital flow-charts and storyboards as well as other relevant skills or processes such as hypermedia design. Similarly, we have developed a template which might be used in relation to ict integration in any curriculum area in terms of a ‘thematic’ link between activities and reflections. Figure 2 distinguishes between the main generic templates we have developed for using the e-portfolio as a focus for ict integration in various types of courses whether there is a specific focus on ict skills and knowledge or not.

Table2 Different learning contexts for customizable e-portfolio templates

1. Introductory or advanced ict skill and knowledge acquisition
Ict in education subjects (e-learning; instructional design, educational technology subjects, ict foundation courses, etc)
Project-based or problem-based learning approaches
Content-focused subjects, disciplines, and courses

2 Ict integration in education as an activity-reflection cycle

In contrast to a traditional linear conception of skill acquisition and a hierarchical one of information acquisition, the course interpreted the learning stages of ict knowledge acquisition as an activity-reflection cycle leading to cognitive connections between thinking and doing, and transformative jumps to overcome the ‘missing links’ between theory and practice (and various other top-down and bottom-up imperatives). The very progression of the whole course as well as the design of regular weekly workshop activities was thus built around the concept that the most effective way to learn ict skills as applied knowledge was in the context of a three-fold process of initial familiarisation (naïve/activity phase), procedural or theoretical explanation (critical/ reflective phase) and specific application (dialogical/transformative phase). The pivotal assessment exercise in the course was the requirement that students design their own web-based learning activity in relation to a selected topic and target audience. In the manner of the model above, students engaged with and then analyzed examples such as dodge’s webquest model before coming up with their own specific application

(e.g.

Tablle 3 Ict integration in e-learning as a threefold process

By focusing on the use of ict in education as a general literacy rather as a discrete set of skills or processes, the learning and assessment activities which made up the course thus functioned as a guided but open-ended ‘journey’ to engage and overcome the initial and inherent ‘thresholds of temporary frustration’ which are inherent in the use of technological tools as well as the engagement with newness and change. The transformative stages represented by figure 3 further imply a theory of activity (and also activity-based learning) which lends itself to ict integration as well as more effective learning links between content and process, thinking and doing, and also formal education and social context. Thus figure 4 outlines the different types of learning activity encouraged and distinguished by this model.

Table 4 A typology of activity-based learning

1. Introductory or familiarisation activities
2. Organising activities
3. Culminating activities
4. Reflection activities

E-portfolio critical reflections may be either directly or indirectly related to learning activities – as well as constituting a kind of activity in itself. The concept of ‘critical reflections’ used here is neither a mini-essay nor a short opinionated discussion. It is a semi-formal written response (usually 400-500 words) to relevant focus questions in terms of either practical processes of learning or topics which similarly serve to ground processes of knowledge inquiry (i.e. Conceptual ‘probes’), self-evaluation, and various kinds of critical analysis in reflective practice. In short, ideas discussed should relate to practical experience and, where also appropriate, be supported by appropriate references and well-informed arguments. In this way, critical reflections represent an applied mode of thinking grounded in practical or ideational ‘doing’ which goes beyond the learning of mere information or skills. As individual performance, critical reflections may provide the basis for a social construction of knowledge in terms of subsequent dialogue and discussion. Figure 5 outlines the generic modes of critical reflection - the key learning focus for reconciling formative and summative assessment in the e-portfolio model. Such a model recognizes how the design of relevant ‘focus questions’ is conducive for any kind of effective teaching and learning.

Table 5 Ict integration and generic modes of critical reflection

Critical reflection on a practical activity or about the use of a practical skill or concept
Critical reflection on a stage or process of learning development
Critical reflection about a topic, concept or issue

3 The ar e-portfolio: a convergent hub for ict integration in education

The e-portfolio model outlined above provides a framework and focus: (a) for representing and assessing the quality of the learning process; and also (b) for profiling and archiving learner achievement and outcomes. Such a model is needed for two main reasons in particular. Firstly, it provides a counter-balance or antidote for how ict may be used by learners for cheating or plagiarism, and also for using advanced programs which bypass or undercut the traditional process of learning in any subject to produce finished products. Secondly, it provides a vehicle for encouraging students to be more active, reflective and innovative learners – in contrast to learning as the mere acquisition of information or skills isolation rather than in relation to applied contexts of usage. This is at a time when there is growing recognition that this the most important knowledge to be imparted by any educational system reflecting the needs of a knowledge society or economy.

The discussion above has highlighted how the e-portfolio promotes a more integrated approach to the use of ict for teaching and learning. This is in contrast to an ‘add-on’ approach to using the internet, cd-roms and computerized technology generally to merely transmit information. Mention has also been made of the different applications and possibilities of using the e-portfolio to also promote a more active, relevant and learner-centered approach to education in the internet age. The concept of both an integrated and more effective learner-centered approach use of ict in education has been made in terms of a related notions (problem-based learning, authentic assessment, cooperative learning, metacognition, quality assurance, etc.) As well as general notions of constructivist or learner-centred theory which often underlines such methods, concepts or approaches. However, the constructivist model does not always effectively link theory and practice, technical or procedural and applied knowledge, and is often interpreted differently.

In contrast to a traditional linear conception of skill acquisition and a hierarchical one of information acquisition, the e-portfolio promotes learning as an activity-reflection cycle leading to cognitive connections between thinking and doing, and transformative jumps to overcome the ‘missing links’ between theory and practice (and various other top-down and bottom-up imperatives). Thus the e-portfolio frames learning in the context of a three-fold process of initial familiarisation (naïve/activity phase), procedural or theoretical explanation (critical/ reflective phase) and specific application (dialogical/transformative phase). By focusing on the use of ict in education as a general literacy rather as a discrete set of skills or processes, the learning and assessment activities which make up the e-portfolio function as a guided but open-ended ‘journey’ to engage and overcome the initial and inherent ‘thresholds of temporary frustration’ which are inherent in the use of technological tools as well as the engagement with newness and change. The transformative stages of the activity-reflection cycle further imply a theory of activity-based learning which lends itself to ict integration as well as more effective learning links between content and process, thinking and doing, and also formal education and social context. There is a ‘missing link’ between more effective and active learning in practice and ict integration in general. We feel that the activity-reflection e-portfolio serves as a ‘convergent hub’ for not only theory and practice (or curriculum design and the learning process) but also the range of different constructivist methods and approaches indicated above which many teachers use to promote both more effective learning and the use of ict in education.

4 Conclusion

This article has briefly outlined the main functions and possible significance of the activity-reflection e-portfolio. Whereas other models of electronic portfolio in education tend to serve either a profiling purpose or as a collection of artifacts, this model converges both these purposes – just as it does the use of electronic portfolios to either represent a formative process of learning or development on one hand, and a culminating product, presentation or outcome of learning. The model is presently being refined in singapore teacher education context as part of research project which is demonstrating its productive possibilities and potential implications as both a strategy and tool for ict integration in education. It would seem that the model also might serve as a convergent hub for theorizing the link between ict integration and the push for learner-centered models of education in the internet age.

References

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