Project Work: Evaluation of Material Wang Jun Lem (23) 11S06A

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Project Work 2010
Evaluation of Material


Details

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
UoD
1
, and has previously co-authored a pro-VLE
2
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 eleUM
4

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.



1
University of Dundee, Scotland
2
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)
Project Work: Evaluation of Material Wang Jun Lem (23) 11S06A
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The journal entry is published under the Electronic Journal of e-Learning,
which is turn is maintained by ACI
5
, 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 Wagner
6

and Matthew Pittinsky
7
, 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 SITE
8
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.





5
Academic Conferences International
6
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/485-
585/Peer_Learning_Groups_JB.pdf
11
Raffles Institution (Junior College)
Project Work: Evaluation of Material Wang Jun Lem (23) 11S06A
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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 e-
Learning: 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/EPortfolios-
R2N_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