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EUFolio Project Update September 2014

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Sinead Tuohy

on 29 September 2016

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Transcript of EUFolio Project Update September 2014

Presentation Outline
E-Portfolios & European Context
EU Folio Project Overview
EU Folio Implementation
EUFolio: Key Skills & Assessment
Project Findings to Date
Project Phase Two


EU Folio Project Overview
Project Partners
Department of Education and Skills (incl JCT)
H2 Learning
NCCA
Microsoft Ireland
State Exams Commission
Dublin West Education Centre (PDST)
Pilot Schools
Platforms

10th December 2013
26 second level schools: 23 focused on English, 3 focused on DCG
54 teachers
1,300 students


20 schools using O365
6 schools using Mahara
Each teacher has a school site incorporating a class page with individual student pages
Strong focus on formative assessment
Developmental, Assessment &
Showcase E Portfolios
What Is
An E-Portfolio ?
E-Portfolios & European Links
“a digital container capable of storing visual and auditory content including text, images, video and sound…designed to support a variety of pedagogical processes and assessment purposes”

Advantages
European Context
Abrami, P. C., & Barrett, H. (2005)

Adapted from: Ministry of Education, NZ (2011)

http://www.minedu.govt.nz


Pre-Implementation Phase
Training Needs
Pre- Project Data

ICT:
General ICT skills, use of ICT tools to support learning, platform-specific features

Assessment :
Formative assessment, peer and self-assessment, effective feedback, validity, success criteria

English Task Design:
Collaborative task and lesson design, plus sharing of practice



Teachers
General ICT skills, use of ICT in teaching and learning, Assessment approaches, Planning and Design

Students
ICT Skills, use of ICT in class, attitudes to reflection and peer assessment

Schools
Access to ICT, infrastructure and broadband, policy on ICT



Pedagogy & Technology: Key Questions
How to make use of an e-portfolio?
How to implement e-portfolio pedagogy?
How to implement an e-portfolio platform?
How to enable the ongoing use of e-portfolios?



January 2014
February 2014
April 2014
March 2014
2013
EUFolio Launch Meeting 10th December 2013
Meeting for representatives from pilot schools- 41 school leaders, ICT Co-ordinators and teachers attended


Teacher Training Day One- January 16 & 17th 2014
Account Set-up and School Support
January & February 2014
Each school assigned a mentor from the EUFolio project team
School sites set up, student and teacher passwords assigned
Technical support provided by assigned EUFolio mentor
Teacher Training Day Two- 25/26/31st March 2014
March to June 2014
Teachers expand their use of EUfolio in their classrooms for teaching and learning, incorporating assessment tasks developed
Mentors visiting pilot schools to observe the use of the EUfolio in the classroom and collect project data
Data prepared for Interim Report
CPD & School Support Timeline Phase One
Platform specific- 20 O365 schools (spread over two days: 37 teachers) and 6 Mahara schools (one day: 11 teachers)
Three aspects to the day:
1. IT training
2. Assessment discourse
3. Collaborative assessment planning



Platform specific- 20 O365 schools (40 participants) and 6 Mahara schools (17 participants)
Three aspects to the day:
1. IT training
2. Assessment discourse
3. Collaborative assessment planning


EUFolio Implementation
EUFolio Model of CPD
Online and face to face individualised support for teachers
Supports the transformative nature of the Action Research Model

Teachers critically reflecting on their practice
Promotes professional autonomy
Provides teachers with the opportunity to update their skills.
Essential in supporting teachers in the initial stages of the project.
.
Training
Action Research
Mentoring
Bloom's Digital Taxonomy
Web 2.0 Tools
Phase Two
August 2014- January 2015
Literacy and Numeracy
Managing
Myself
Staying
Well
Being
Creative
Communicating
Working
with
Others
Managing
Information
and
Thinking
• Imagining
• Exploring options and alternatives

Implementing ideas and taking action
• Learning creatively
• Stimulating creativity using digital
technology
• Knowing myself
• Making considered decisions

Setting and achieving personal goals
• Being able to reflect on my own
learning
• Using digital technology to manage myself and my learning

• Being healthy, physical and active
• Being social
• Being safe
• Being spiritual

Being confident
• Being positive about learning
• Being responsible, safe and ethical in
using digital technology


• Listening and expressing myself
• Performing and presenting
• Discussing and debating
• Using language
• Using numbers
• Using digital technology to communicate

• Developing good relationships and
dealing with conflict
• Co-operating
• Respecting difference
• Contributing to making the world a
better place

Learning with others
• Working with others
through digital technolog
y
• Being curious

Gathering, recording, organising and evaluating information and data
• Thinking creatively and critically
• Reflecting on and evaluating my learning
• Using digital technology to access, manage and share content

EUFolio & Key Skills
EU Folio facilitates ASSESSMENT of Key Skills
Assessment in support of learning
Feedback is an engaged dialogue between the giver and the receiver

Building capacity, knowledge and confidence to learn to judge work
Developing Guild Knowledge
Avoids the trap of gathering a ‘collection’ of data; the emphasis is on noticing and analysing learning
● Allows (students) to examine their own learning and meta-learning strategies
Engaged in self-reflection, students begin to develop an overview of their work that allows them to manage and control it for themselves
Self-assessment promotes the capacity to work at a metacognitive level.
Continual feedback to students on how to progress learning and performance is essential
Feedback must be during the process and not just at the product stage
Marshall B, William D, (2006)
Sadler, R (1989)
Klenowski, V & Wyatt-Smith C (2013)
Black, P. (2004).
Black, P. and D. Wiliam (1998).

EUFolio Supporting Assessment
Project Findings to Date
Teachers
Students
Assessment & E Portfolios
A valid measure of assessment of student performance
Evidence is based on artifacts produced from learning experiences that are connected to the curriculum.
Supports formative assessment - student learning needs and how to improve are the focus
Vehicle for self- and peer assessment
Represent deep learning because students are engaged and have ownership.
Students are more engaged, reflect more
Increased communication with students
Clear snapshot of progress
Faster and easier to provide feedback
Excellent repository of work
Focus is on the process not the product
Can integrate into class and planning
Marries well with web tools
BUT
Requires initial planning to access ICT
Students need ICT training
Feel a sense of ownership
Learned a lot about using computers
Prefer presenting work in portfolio format
Think about what I'm learning
Easier to understand what the teacher is looking for
Safe place to keep work
Can use pictures and videos
BUT
The speed of the internet is a problem
Not enough computers for everyone

Follow us on Twitter:
@eufolioirl
Kennedy, A. (2005)
JISC : A model of e-portfolio-based learning, adapted from Kolb (1984)
Define-Understand-Prepare-Engage-Implement- Review
EUFolio & The Framework for Junior Cycle
What is EU Folio?
European Commission Project
Rooted in Education & Training 2020
Aims to Design and Test E-portfolio Models
Catalyst for ICT Integration
Project Outcomes

Review Existing Policy & Practice
Pilot 2 e-portfolio platforms
Teacher CPD & Resources
Process Specification
Case Studies & Exemplars
Promoting 21st Century Skills & Formative Assessment



Partners
Ireland Spain(Galicia)
Cyprus Lithuania
Slovenia Austria
Bulgaria
Krause, K (2005)
Phase Two
Need to be sensitive to IR issues at present
Meet with teachers on school/ cluster basis
Sample assessment tasks and increased use of ePortfolio pedagogy
Increased mentor supports
Data collection phase two
Showcase April 2015
Full transcript