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Dr. Helen Barret shares on Metacognition and Reflective Electronic Portfolios

Dr. Barrett's (n.d.) webpage presents an introduction to the types of ePortfolios in a learner-centered approach. The website requires cognitive activity and capitalizes on the use of multimedia to present the essential content; and it does so following instructional design principles as recommended by Mayer (2009). Beginning with an anticipatory set to activate the learner's prior knowledge, the lesson page begins by asking learners to think about their own personal use of portfolios. Immediately following, the essential material elements are presented in a cartoon image, capitalizing on the benefits of dual coding (Mayer, Id.), using both images and key words to help learners pay attention and select appropriate information. The image also relies on spatial contiguity (Mayer, Id.) in its presentation format. This webpage itself would fit into Mayer's (Id.) use of multimedia as "information acquisition." However, coupled with a reflective activity, learners would be able to make more integrated sense of the types of portfolios available and which types would be most suited for their particular needs. References: Barrett, H. (n.d.). ePortfolios and Google Apps. [Webpage]. Retrieved from http://sites.google.com/site/eportfolioapps/overview/blog-entry-eportfolios-and-googleapps Mayer, R. (2009). Multimedia learning (2nd Ed.). New York, NY: Cambridge University Press.

Dr. Barrett's (n.d.) webpage presents an introduction to the types of ePortfolios in a learner-centered approach. The website requires cognitive activity and capitalizes on the use of multimedia to present the essential content; and it does so following instructional design principles as recommended by Mayer (2009). Beginning with an anticipatory set to activate the learner's prior knowledge, the lesson page begins by asking learners to think about their own personal use of portfolios. Immediately following, the essential material elements are presented in a cartoon image, capitalizing on the benefits of dual coding (Mayer, Id.), using both images and key words to help learners pay attention and select appropriate information. The image also relies on spatial contiguity (Mayer, Id.) in its presentation format. This webpage itself would fit into Mayer's (Id.) use of multimedia as "information acquisition." However, coupled with a reflective activity, learners would be able to make more integrated sense of the types of portfolios available and which types would be most suited for their particular needs. References: Barrett, H. (n.d.). ePortfolios and Google Apps. [Webpage]. Retrieved from http://sites.google.com/site/eportfolioapps/overview/blog-entry-eportfolios-and-googleapps Mayer, R. (2009). Multimedia learning (2nd Ed.). New York, NY: Cambridge University Press.

Using ePortfolios as a reflective teaching tool - Case study

Tried to search for an ePortfolio platform for some time now..... sadly, can't fond one that's catered to University students. Anyone know of a good one? e.g. Open platform (web accessible? able to store Google docs) and not proprietary.

Kevin - have you looked at Myportfolio? It uses an Open source software engine (Mahara) and the web-based option gives you a free account with 100 student accounts to try it out, but the annual subscription rates are very reasonable, as well you can install your own instance of Mahara on a Linux server and run it in-house if you wish.

Recently I left the cold and dark of a Sydney winter and journeyed north to the warmer climate of Fiji. A jewel dropped in the warm waters of the Pacific, Fiji is a popular holiday destination for those looking for a tropical escape. This trip was very different from the norm. There would be no resorts, no five-star dining and my company was to be a group of 24 Year Nine students. It was to be a journey full of learning and insights into the challenges facing education. 

The Future of Education is a topic often discussed, and at the recent gathering of educators in Florence, it was the title and theme for the conference. Now in its ninth year, The Future of Education is an international conference that attracts educators from around the world and across all domains touched by education. The conference is an inspiring two days of discussion and sharing, with the city of Florence, the centre of the Renaissance, providing a constant reminder of what might be possible when creativity and critical thinking combine. Here are my key takeaways from this event.

I have just had the opportunity to spend the weekend learning alongside a large group of mathematics teachers. After a day and a half of talking and thinking about mathematics teaching, I am excited to get back to school and try out some new ideas. There were also some key takeaways for me that I share below. These are the questions or wonderings that my mind wandered to while listening to the numerous talented speakers over the past two days.

"Resource to help pupils reflect on their year in (primary) classroom. It can be completed in one session, or continuously throughout the year, then shared with the pupils' end of year report."

EduTech in Sydney has been a remarkable experience. A grand celebration of education and an energising gathering of educators ready to share stories and make connections. Despite the rainy weather some 8000 educators came together in the inspiring new International Convention Centre at Darling Harbour and left two days later with hers full of new ideas and wonderings of what might be the future of education. With many ideas still bubbling away here is a brief list of the key take-aways.

"I went shopping at 8 o'clock one evening in my local supermarket (one of the German chains) and was chatting to the man on the checkout who was moaning about his job and his employer. He says he has to work very long hours (tonight he was going to finish at 1:00am) - longer than his contract says he should; he gets paid for the hours he works but only at standard hours. He doesn't like some of the jobs, they are not really his responsibility but they have to be done. There is a union but they don't seem to be very helpful. His bosses don't always seem to consider the consequences of their actions - the manager was leaving as I was being served and commented that he'd left two bags of garbage on a till further along and they would need moving in a bit. The man serving was the only person on the tills and he said that between customers (there weren't many at this time of the evening) he had to move the garbage and clean all of the tills then when the store closed he needed to work at changing stock and stacking shelves. As the manager left he turned and said, "I asked Matt if he could stay and help you but he gave an unequivocal no!""

It is soon the start of a new school year for students in Australia. In other parts of the world, the year continues after a short break for Christmas while New Year festivities are just around the corner for those observing the lunar new year. The start of the year is considered an excellent time to reflect on key ideas that matter to our learning and potential for success. But does this equate with goal-setting?

1. Culturally competent teaching and learning facilitates critical reflection. 2. Culturally competent teaching and learning demands respect for others. 3. Culturally competent teaching and learning involves accommodating individual learners. 4. Culturally competent teaching and learning requires the use of intercultural communication skills. 5. Culturally competent teaching and learning requires focused activities and intentionally structured environments.

A reflection about the need for teachers to be good role models of the Habits rather than just teaching about them

My reflections on the Google I/O and Education. this post has got a lot of interest especially in Australia. I make the point..."This is the real work of education - helping people take control of their lives and realising that in these still early days of the online world, we are being pushed and pushed into vistas that may be limited."

Great article on how pedagogy has shifted and the emergence of modern skills and literacies.   Dr. Gil Perl:" It's the teacher - whether new to the profession or seasoned veteran - who recognizes that the world is changing and that teachers ought to be on the forefront of understanding that change. It's the teacher who has a burning desire to learn more and do more, while being open to reflection and redirection. It's the teacher who encourages his students to take intellectual and emotional risks and models such by extending himself beyond his own comfort zone. It's the educator who embraces the idea that her job is not to teach, but to help students learn"

Use of student blogs as portfolios of growth and reflection - very powerful!

This is my first Blog posting of 2013 and it reflects my concerns about teachers in Ireland and their attitudes towards reading educational research. The post has generated some interesting comment from Ireland and the USA. I would be really interested in hearing your ideas.

excellent reflection on being "differently brained" and the value of finding good partners to work with on learning tasks.