Snapshot of learning for MyPortfolio and Google Apps
Utilising an ePortfolio approach to increase opportunities to learn
Contributed by Jon Bowen, St Peter’s College, Palmerston North
The vision for integrating e-Learning for St Peter’s College is to enable self managing, lifelong learners. Target areas have been identified to assist in the integration of e-Learning including:
- curriculum and learning
- teacher professional learning and leadership
- hardware and software infrastructure.
Providing access to web applications such as Google Apps and MyPortfolio have been identified to support teaching and learning in a digital environment.
Focusing Inquiry
Students in this NCEA Level 1-3 performance music class use a combination of group performance, solo performance and composition standards to demonstrate and respond to their learning. Previously the learning process had been based on a core music programme. Each step occurred at particular times of the year as stand alone mini-music courses with distinct start and finish times. Practical musical development can be enhanced when students have increased opportunities to learn through performing, reflecting on their performance and receiving focused and timely feedback. Consequently the goal of integrating an ePortfolio approach aimed to help students to develop a learning environment that reflects their own experiences using a variety of digital tools. This also helps to overcome some of the barriers of time and place that had initially limited the learning process.
Teaching and Learning
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Student journals
Students are encouraged to develop a digital journal based on the school’s 4Rs model, already in use.
• Record: What is the learning intention? (Identified in collaboration with teacher/tutor, based on your learning focus)
• Recount: What did you actually do? (Were goals and time frames realistic and manageable during this stage?)
• Reflect: What did you discover, observe, learn, share or collaborate on during this stage? Respond to feedback and what you might need to do differently next time.
• Research: What do you need to know for the next steps in your learning? -
Student ownership
Reflective journals are not an NCEA requirement until Level 3 Performance Music, however, there is an expectation that students use this approach to develop themselves as competent, reflective learners from the beginning of Level 1.
Criteria for the reflective journal includes:
• reflecting on the learning process
• responding to feedback and feed forward
• planning for future learning. -
Responding to feedback
Student participation and outcomes for learning have noticeably improved in comparison to the previous paper based journal. A further benefit to the teaching and learning process has been the opportunity to respond to students as their learning is progressing. For example, a student can upload and share their ideas about a composition or performance as it is taking shape.
Feedback can be immediate rather than waiting for a performance period during class time. As a result students’ ideas and compositions are in a much more advanced state of development.
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Increased opportunities to learn
Increased opportunities for feedback have also changed teaching and learning in the classroom. There is now significantly more time in class to focus on “musicking” or the nitty-gritty creative outworking that is an essential component of creative performance and composition. Also students cannot always be expected to be at their “creative” best during the four individual hours allocated for class each week. The online environment enables students to access and act on feedback adjusting their compositions when it suits them best.
Learning Inquiry
Students are demonstrating they are better able to manage themselves and their learning using a digital portfolio. Previously managing several pieces of written and practical work simultaneously had been challenging for many students, without assistance in tutorials or during class. Students are also using Google Apps to draft compositions, create presentations and collaborate with peers. These documents can also be embedded into MyPortfolio.
“Now there are fewer books and no folder to carry around, just a password to remember!” -Jon Bowen
The tutor-student relationship has also become more focused on learning with increased opportunities for students to connect and receive timely feedback. The digital environment means teacher responses can range from offering advice about organisation of content to formal feedback on a piece of work. This also highlights the importance of a shared understanding of roles and responsibilities. That is, the purpose for the feedback and also expectations around response times from both teachers and students.
Students are conscious that others will, at some point, be viewing their work and were initially wary of this. However, as they have become more confident in the digital environment they are also responding to the increased opportunities to connect and receive feedback. This has resulted in improved outcomes for students. The following portfolio demonstrates:
- that this student has been able to include evidence and reflections in response to relevant learning opportunities not available to him at school
- has been able to share a portfolio of his creative ideas, in order to receive feedback on how those ideas could be used to develop more in-depth compositions
- has been able to confidently adapt and respond to managing his learning in in a digital environment including accessing and organising content and evidence of learning.
View a copy of Luke’s Senior Music Portfolio Pages 2011
Teacher reflection and recommendations
As a result of this teacher inquiry some key benefits for using digital journals to support learning have been identified:
- the provision of a relevant and safe environment for students to express themselves and share their learning
- a digital environment that is responsive to teaching and learning
- the time to connect and respond is not restricted to the classroom and timetables but rather the needs and interests of the learners
- the provision of opportunities to identify how other digital tools can be integrated effectively to enhance learning.
We have been able to take significant steps on our e-Learning journey due to the development of an e-Learning team, led by a member of the Senior Leadership Team. It is possible to make progress without having to rush the decision making process. This can result in financially significant implications for learning and budgets.
Valuable learning and considerations for school leadership and future planning to support our e-Learning target areas have also been identified. It has highlighted the importance of:
- developing a school wide strategy for integrating an ePortfolio approach – one teacher trying this alone is not sustainable
- planning professional learning and development that includes effective integration of e-learning to support both staff and students to confidently select and use ICTs (Effective Pedagogy in The New Zealand Curriculum)
- recognising the value of student voice when selecting digital tools and recommending strategies for supporting both staff and students to confidently use and integrate to support learning
- the benefits of developing good organisational relationships with network support staff and a shared understanding of the school’s vision for e-Learning. (Lessens the likelihood of technical issues impacting negatively on teaching and learning.)
