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Project Work: Evaluation of Material
Wang Jun Lem (23) 11S06A
Project Work 2010 Evaluation of Material
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Title of article: Collaborative e-Learning: e-Portfolios for Assessment, Teaching and Learning Authors: Dharmadeo Luchoomun Joe McLuckie Maarten van Wesel Source: http://www.eric.ed.gov/PDFS/EJ880096.pdf Year of Publication: 2010
Summary of article
The authors present the findings of a pilot project and comment on the feasibility of the use of e-Portfolios as an alternative means of students’ learning and assessment. The backbone of the idea is the emphasis of peer assisted collaborative learning and assessment.
Reliability of material
Dharmadeo Luchoomun holds a PhD in School Leadership obtained from UoD1, and has previously co-authored a pro-VLE2 journal in Industry and Higher Learning.3 Joe McLuckie is a lecturer at UoD and has expertise on ICT in Teaching and Learning. Maarten van Wesel works as an eleUM4 Coordinator and E-Learning/E-Research Consultant at Maastricht University in the Netherlands. All three authors are therefore experienced in the e-Learning field, and thus lend credibility to the article. The journal is published in 2010, providing a holistic view by citing both past and present information. Moreover, e-Learning concepts are relatively unchanged over the years and hence the arguments are cogent and relevant today.
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University of Dundee, Scotland virtual learning environment 3 McLuckie, J. A.; Naulty, M.; Luchoomun, D.; Wahl, H. (2009). Scottish and Austrian Perspectives on Delivering a Master's: From Paper to Virtual and from Individual to Collaborative. Industry and Higher Education, 23(4), 311-318. 4 Electronic learning Environment Universiteit Maastricht (translates to Maastricht University Electronic Learning Environment) 2
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Project Work: Evaluation of Material
Wang Jun Lem (23) 11S06A
The journal entry is published under the Electronic Journal of e-Learning, which is turn is maintained by ACI5, an organization made up of experienced professors and lecturers that manage academic conferences on behalf of universities and higher education institutions. The journal entry must have been thoroughly reviewed before its publication on the website, indicating that it is highly reliable. Furthermore, the article is also in line with the opinion of, and supported by e-Learning experts such as Ellen Wagner6 and Matthew Pittinsky7, thus cementing its reliability. Relevance of material
The authors have mentioned incorporating participatory learning as a main component of the e-Portfolio which encourages feedback from peers, and introduces SITE8 as a means to ensure the quality of the material uploaded as well as preventing plagiarism.9 The use of peer learning is a very sound idea as there are benefits that come with the concept, including the need to reinforce the information learnt, as well as necessitating preparation and adequate knowledge before uploading materials.10 As the concepts implemented by UoD are similar to the concepts that we are planning to bring to RI(JC)11, we can implement improvements to our current approaches and strategies. For instance, discussion boards can be opened up for students to clarify any doubts. The subject teacher can also vet the materials that are created in order to ensure that it is of high quality. However, the system must be designed to ease teachers’ workload, not to increase their burden. To counter this problem, students that are more proficient in a particular subject can contribute as moderators, vetting content to ensure information or answers posted are accurate and correct.
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Academic Conferences International Ellen Wagner is the former senior director of worldwide eLearning of Adobe Systems, Inc. She was also employed by the likes of Macromedia, Inc. as senior diraector of worldwide education solutions, and Informania Inc. as CLO (chief learning officer) and VP of consulting services, prior to joining the private sector. 7 Dr Matthew Pittinsky is the Chairman of the Board of Directors of Blackboard Inc., a provider of products for universities, schools and corporations in the form of learning management systems (LMS), most notably Blackboard Learn. 8 Standards for Initial Teacher Education 9 “While students are in the process of completing this SITE template they share it with their peer learning group. This encourages peer collaborative learning and formative assessment; a process that is iterative in nature and provides feedback about learning.” From the evaluated journal entry Collaborative e-Learning: e-Portfolios for Assessment, Teaching and Learning. 10 Jared Barber did a presentation in 2006 at a mentoring seminar regarding peer-learning groups. PowerPoint presentation slides retrieved from http://math.arizona.edu/~lega/485585/Peer_Learning_Groups_JB.pdf 11 Raffles Institution (Junior College) 6
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Project Work: Evaluation of Material
Wang Jun Lem (23) 11S06A
The e-Portfolio system of UoD is somewhat used as a progress report:12 personal information is stored along with an up-to-date list of work that has been done by students,13 completely backed up with evidence of work completion.14 I believe that this will encourage students to make greater and more serious contributions, as the e-Portfolio can be used beyond their current education and after graduation, where they will gain an extra advantage in search for employment,15 as well as a greater understanding of their experiences that may help them in practical applications.16 This can be implemented in our project as a long-term measure for students of junior colleges. More specifically, in RI(JC), the e-Portfolio can be integrated into the Cognitive section of Raffles Diploma, and students can be recognized for their contributions and uploads to the participatory learning system.17 This will be an incentive for students to contribute to the system that we are implementing, as there is risk of reduced sustainability of the idea of participatory learning in the absence of incentives. Word count
597 (only from summary of article, reliability of material and relevance of material)
12
“This linked e-portfolio then provides evidence of progression, coherence and reflection as the student progresses towards course completion.” From the evaluated journal entry Collaborative eLearning: e-Portfolios for Assessment, Teaching and Learning. 13 It continues on to say: “… the e-portfolio is used to store personal information, present personal competence matrix, learning plans and evidence of progress, achievement and reflection.” 14 Also, the aforementioned journal entry also mentions that: “… evidence can be in the form of word and power point files as well as links to other resources.” 15 “… students say the most important reason to create an electronic portfolio is that it might help in the hunt for a job.” Young, J.R. (2002, February). Creating Online Portfolios Can Help Students See ‘Big Picture’, Colleges Say. Retrieved from http://ready2net.csumb.edu/resources/EPortfoliosR2N_program.doc 16 The aforementioned article in footnote 13 also continues on to quote a research scientist at Stanford Learning Lab, Helen L. Chen, that schools are “… interested in providing students with tools to help them make the connections with all of their various experiences.” 17 The Raffles Programme: Raffles Diploma – An Information Guide for Year 5 Students 2010. Page 10-11. Retrieved from http://67.228.55.28/~raffles/RD/Raffles%20Diploma/flipviewerxpress.html
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