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ePortfolio in the Training of Writing Peer Tutors

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Daniel Spielmann

on 14 January 2013

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Transcript of ePortfolio in the Training of Writing Peer Tutors

Context: Writing Lab Multilingualism
(Schreibwerkstatt Mehrsprachigkeit) target group: teacher students with a migration background
individual counseling, writing group, writing café...
training of peer writing tutors What's the guiding notion of ePortfolio? "A purposeful collection of artifacts (learning / work products with reflection) demonstrating efforts, progress, goals, and achievement over time; documenting human capital / intellectual assets" (Barrett 2010, online via http://de.scribd.com/doc/40206175/E-Portfolio-Definition ) "A collection of authentic and diverse evidence, drawn from a larger archive, representing the capital developed by a reflective person or organization designed to exploit/valorise their assets in a particular context." Serge Ravet, EIfEL Position Paper, online http://www.eife-l.org/publications/eportfolio/documentation/positionpaper Three pillars of ePortfolio work (Häcker)

positive effects on learning and teaching
both product and process
"Metalearning": reflection Does ePortfolio work have beneficial effects
on the transition
from students interested in writing
to competent and confident peer writing tutors? ePortfolio goals within the project Writing peer tutors should have ample opportunity to experience themselves as writers!
Document learning processes / the acquisition of action knowledge
Establish a virtual community of practice
(Knowing the tutors are multipliers:) equip learners with the digital literacies they need to navigate learning environments of the 21st century Why must the portfolio be "e"?

more flexible
multimedia
interactive
connectivist approach
easy to edit
Gerd Bräuer: "Textrecycling"
less restrictive on time and place
feedback culture 1. Set goals an define the context of the ePortfolio work
2. Collect, choose and link artefact with learning goal
3. Reflect and guide the learning process
4. Present and pass on ePortfolio artefacts
5. Assess and evaluate learning processes and the acquisition of competence Prompts for writing and reflection 1. a) Introduce yourself to the other students.
b) In what respect do you feel prepared for being a writing peer tutor: Which competences do you bring into the training?
2. In your opinion, what is the key achievement of models of the writing process? Please describe one or two of the models introduced in a little more detail and consider the possibilities and limits of the models you choose.
...
5. How did you learn/acquire your languages? Do your languages influence each other and if so: how? Do you come across instances of deliberate language switching in your university studies? Can you name some positive or negative experience in dealing with your languages? How are things with writing: do you switch between languages and if so, when and why? Questions referred to: ePortfolio concept and use
Mahara as platform
Writing prompts
Screencasts
Feedback culture
Practical tutoring experience Problems success factors learner strategies Maintain a teacher's ePortfolio
Provide both technical and content orientation and structure - especially at the beginning
Plan for introductory sessions focussed on the technical aspects (plattform)
Negotiate what a "good" ePortfolio is supposed to be
Come up with strategies for fostering communication and co-operation Recommendations Pedagogy and didactics are far more important than questions of the platform etc.
Goals have to be defined clearly
Communicate a lot, so that people communicate a lot
ePortfolio work has to have an influence on f2f meetings Lessons
Learned Start with the actual ePortfolio work soon after the introductory session

Expect insecurities regarding writing in digital environments

Problem for many: "letting go" and presenting of texts

Define what style you expect

Especially at the beginning, pictures provide structure, orientation and recognition

Students with a busy schedule appreciate concrete prompts for reflection

And again: maintain a teacher's ePortfolio From a user perspective, ePortfolio seems especially useful "when you have people sitting in the same boat"

ePortfolio allow for a comparison of competences within the group

ePortfolio is not to be seen as a replacement for f2f interaction - it's supposed to enrich it!

ePortfolio can take down emotional walls that hinder writing

ePortfolio provides less formal writing with a place in the institution

ePortfolio focusses on the students themselves rather than on some obscure "scientific community"

ePortfolio requires enduring encouragement

Text is "always beta" "Usually I don't go public with texts like that, but you keep pushing us onwards and so I started blogging now." "I realized that now I write my texts quite differently than before - much more "free" somehow, I don't spend too much time thinking "Should I write this down now or not?" - I just write." "I wish we had that in many other seminars as well." "Looking back, now in the fourth semester I've already forgotten what they tought us in the first semester. An ePortfolio would have advantages, indeed, but then university must take a clear stance in it's favor." "When we talked about the ePortfolio seminar during lunch, it occurred to us the writing peer tutor training is the only seminar that really motivates us to keep studying." Mange tak for opmærksomhed! Daniel Spielmann, M.A. @spani3l +Daniel Spielmann Learning Goals Knowledge about the writing process and writing styles
Practical skills in counseling student writing
Ability to collect and organize information
Reflective practice
Digital literacies more direct goals Sensitivity for lifelong learning opportunities
Reflexivity and creativity
Self-confidence
... "meta"-goals Knowledge about handling feedback
Present learning pathways, learning moments and results
New perspective on one's own writing tutoring related goals Phase 1:
definition of artefacts, access and data security, training on the plattform

patterns, examples, blueprints, structure, feedback

skepsis, inactivity, orientation on peers

Phase 2:
honesty, feedback of different quality (and frequency!), workload

transparent criteria, appreciation, feedback, formative assessment, balancing structure and freedom

ePortfolio requires self-discipline, students tend to satisfy immediate necessities Phase 3:
"hanging in there" - upholding quality and effort, having established a working discourse community
use the full width of the ePortfolio plattform
integration into working routine, developing and implementing ideas Phase 4:
abide by licenses
alumni activities, integration of ePortfolio and social networks
seeking professional communities, ePortfolio as homepage
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