About maggie-hu

I am a first year doctoral student at Educational Psychology & Instructional Technology Department of University of Georgia. I am still focusing my researching interest and currently I am interested in self-directed learning and E-portfolio. Welcome to my blog and make your comments!

The motivation of performance

I am rereading the book of Educative Assessment: Designing Assessments to Inform and Improve Student Performance by Wiggins, Grant. P.  He is talking about the difference between  a traditional unauthentic assessment and an assessment for a real world. One of the biggest differences is that in a traditional inauthentic assessment, students need not to face the real effect of their sloppy, ineffective or incomplete work at school.  On the contrary, the same student might work like a dog, just to assure a public play during the weekend successful.

At this point, I start to connect the web portfolio in the class which I am teaching: students are required to develop a web portfolio, using Google pages creator, to demonstrate the projects they learn during this class, and to reflect on their learning process and the learning objects.  Students from formal semesters of this class shew nagative attitude toward the reflection part. They felt that work was laboring and boring. Some students complained that part was meaningless since it was just repeating what they have already done.  Based on these situations, Wiggins’ opinions are important at motivate students to reflect in their portfolio: 1.  students need to realize that this portfolio is public . Instructors need to enlarge the publicity of their portfolios. Peers, mentors, and other stakeholders need to be invited to visit these students’ ongoing portfolios, and make comments and give feedback; 2. students need to understand and keep in their mind of the purposes and audience  of their portfolios.  Do I intend to develop this portfolio just to meet the class’ requirements? Could I use it for future job hunting?  Who are and will be my portfolio’s audience? What do I want to demonstrate in my portfolio?  What is the most important part in my portfolio? Students need to keep these in their mind when they are planning and developing for their portfolios.

Learning by design VS Design based research

Dr. Reeves suggested me use learning by design as my theory framework of my research on e-p.

Meanwhile, we will have the class of Design based research.

I know they are different things because design based research is more like a research methodology when learning by design is a learning theory.

But today maybe we can combine both . Because my intentional research participants, the doctoral student in instructional technology program, are people who are doing or will doing research by themselves.

When I apply blog into e-p of the first year review, it will be a strategy of learning by design for the first year doctoral students.  Meanwhile, that will be a design based research because this e-portoflios research is based on design an innovation on the current e-portfolio base.

I am still not sure whether my though is correct. I need read more. 

Balance between e-Portfolios’ using for summative and formative assemssment

I just finished reading Dr. Helen Barrett and Joanne Carney’s paper of Conflicting Paradigms and Competing Purposes in Electornic Portfolio Development.

It is really a good paper for me because it answered many of my questions.

I have been always wondering why many people gave up updating their electronic portfolios after the class or the program as I saw. Also, when I went to EDIT2000 e-portfolio showcase, I talked to two students and they shew me their artifacts. But one of the students forgot what she did and how to demonstrate the power point slides.

Maybe it was just because she was not familiar with her works. But what is the reason behind these phenomenons? We usually look E-portfolios in Eudcation as :

  • an assemssment tool
  • a tool to help life-long learning.
  • Marketing goal to show the author’s accomplishment to get a job

Barrett’s paper answered my question: There are conflicts when e-portfolio serves both as assessment tools for institutions and story-telling tool to help life long learning. Barrett said, “Portfolios are considered products, and are evaluated summartively to hold teacher candidates accountable for demonstrating particular levels of achievement. Assessment data from portfolios used for this purpose are aggregated to reflect the performance of a particular educational or professional organization. While administrators often implement electronic portfolios for this assessment purpose, students usually view this type of portfolio as something “done to them” rather than something they WANT to maintain as a lifelong learning tool…”

Barret and Wilkerson then put forward a new taxonomy to support institution need for an assessment system and learner needs for a reflective portfolio to support deep learning:

Barret--Balancing Assessment Tool and Reflection learning

I tried another blog service provider —blogger

I have known blogger.com for a long time but never tried it until just now.

It is belong to Google also.

I like Google, but after I tried blogger, I don’t like it so much.

The main reseason is it is not so convinient as edublogs when you try to edit links. Of course it gives you much more freedom to edit your blog’s apperance with html language as you like. But what I need is just a simple blog , to accomplish my requirements of publish my idea , add links and view others’ comments.

Also, edublogs have some shortcomings.

It doesn’t allow you to edit the blog’s template. You can just choose one from its templates. And I don’t like the “About this site”. It also saids:”Just another Edublogs.org weblog” and I still have not found where I can change or get rid of it. Although I have another “About” on the right side under the “Pages“.

Also, it doesn’t allow you change your font directly by simply press a font button. If you want to change a word or a phrase’s  font, you can just edit it under “HTML” mode.

People always don’t like to accept unfamiliar things except they find there are much more interesting features. Me too.

What is EPSS?

I searched Wiki but there seems be no definition for this abbreviative word.

And it is explained like this on website of http://www.epssinfosite.com/:

EPSS is defined as an integrated electronic environment that is available to and easily accessible by each employee and is structured to provide immediate, individualized on-line access to the full range of information, software, guidance, advice and assistance, data, images, tools, and assessment and monitoring systems to permit job performance with minimal support and intervention by others.

In the ground-breaking book Electronic Performance Support Systems published in 1991, Gloria Gery, defined EPSS as:

“an integrated electronic environment that is available to and easily accessible by each employee and is structured to provide immediate, individualized on-line access to the full range of information, software, guidance, advice and assistance, data, images, tools, and assessment and monitoring systems to permit job performance with minimal support and intervention by others.”

 

I think this link will be a helpful one from San Diego State University to understand what is EPSS:

http://coe.sdsu.edu/eet/articles/epss/index.htm 

 

 

Could evaluation be a theory foundation when we carry a design base research?

Just now after I read the describes for six types of research goals. I found it is said that Action/Evaluation goals is similar to design research, except that there is little or no effort to construct theory, models, or principles to guide future design initiatives.

But I suddenly think: If we haven’t done the evaluation for a existing project or program, then we won’t know where we should prove or modify for the current project because we don’t know where the problems are. Then we couldn’t construct a effective body of design principles that can guide future design or development.

Could I have a Design/Development type goal and then put a evaluation part into it?

 

Which kind of Goals should I take?

I will take EDIT 9990 by Dr. Reeves and Dr.Orrill this semester. I just read the Tas#1 requirement about our class.

It requires a blog and will take 25 points for our final grade.

After reading the requirements for the blog, I suddenly foudn that maybe can help our doctoral student keep a good habit to record what he or she has been thinking about his or her research. That will be a good record. And when we look backward at the end of the doctoral stuy, even longer time later, we can find what we learned, what mistakes we made. That will be a good summary.

Also, I hope we can build a good custom to visit each other’s research blog and give comments. That will help everyone keep update his or her blog and keep thinking about others’ comments.

One of the requirements for the class blog is to discribe the goals of my research agenda.

There are six types of research goals described. They are : Theoretical Goals, Predictive Goals,Interpretivist Goals, Postmodern Goals, Design/Development Goals, and Action/Evaluation Goals.

Based on what I am thinking about my research, I think the last two type: Desing/Development Goals and Action/Evaluation Goals may be better fitful my research topic.

Because:

Firstly, I want to add blog, maybe other more things onto the electronic portfolios. That will be a design process research.

Secondly, there are already many ready e-portfolios here. I can do a lot of evaluation research about this topic……..

However, what should I do about this topic ?

It is still a problem……

Is this a problem of motivation?

There seems at least one problem as far as I saw:

  • When I attended a class ‘s eportfolio showcase. I found one student forgot what she did when I asked her to show her artifacts.
  • Quite amount of students stop to update their eportfolios as soon as there is no longer requirements for that.
  • In fact , the reason of the student forgot what she did is because after she finished it, she threw it away because she thinked she finished the requirement. She will get the “score”.

    These two cases show that many of students don’t think eportfolio as a learning strategy, a reflection tool. They just think it as an assignment or a requirement from their instructors or the school.

    Is this a problem of motivation?

    How could we do with this problem?

    We should make students feel eportfolio is really helpful for their study.

    How could we do to make students feel eportfolio is helpful for their study? Is there anything to do with assessment or evaluation? Could the assessment results make sense to students’ feeling with the electronic portfolios? How could the assessment results affect students’ feeling or understanding with electronic portfolios??

    Could we solve this problem by improve our standard for electronic portfolios?

    Could we make some change with our components of e-portfolios by strength some field of eportfolios?

    ———Collaborative learning.

    Add blog, strengthen the power of collaborative learning and reflection learning.

    Many of students didn’t care about the real meaning of e-portfolios . Why?

    I saw this sentence in a dissertation:”A standards-based portfolio uses hypertext links to clearly show the relationship between the standards or goals, artifacts and reflections.”

    I suddenly recalled it seems all of eportfolios I visited until now have no sufficient links between the reflections and artifacts or goals.

    Am I neglected some points? Maybe…

    I should go back to find that.