Constructivist e-portfolios: The use of media in the collecting and evidencing of student learning

Crehan, M. and Seery, N. and Canty, D. and Lane, D. (2012) Constructivist e-portfolios: The use of media in the collecting and evidencing of student learning. [Conference Proceedings]

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Abstract

Lewis argues that there are a variety of generative cognitive processes that are more likely to occur in technology education than elsewhere in the curriculum1. Design based Technology Education supports the development of higher cognitive thinking and problem solving skills, where students have the capacity to express their creativity and innovation through the completion of the artefact they design, manufacture, and report on2. For effective higher order cognitive learning to occur students are encouraged to record and evidence their design evolution and development as the design journey progresses. Many of the current assessment models adopted in Design based Technology Education inadvertently encourage students to adopt a structured, linear approach in reporting on design activities. This structured approach can often lead to reverse engineering of the design portfolio subsequent to the students' convergence on their initial design idea. The reverse engineering of portfolios places greater emphasis on the end-product and removes the focus from the design journey undertaken. This study investigates a cohort of initial teacher education students (n=27) as they participate in a design-based module to solve a semi-open design brief. Throughout the design journey students were encouraged to simultaneously collect data which they felt was relevant in the communication of their capability and learning throughout the design task. This data was then presented through the use of a non-criterion referenced e-portfolio system. The usage of common media types emerged and are presented in relation to the four stages of Kolb's learning cycle. The findings identify six predominant media types utilised by the students in the collection and representation of data which informed their final design outcome. These findings are presented under the four stages of Kolb's learning cycle and identify the occurrences of each stage throughout the portfolios. The manner in which students utilised different media at different stages of their learning is analysed and outlines the dominance of various media types to communicate various stages of student learning. This is of significant importance to Design based Technology Education as it outlines the importance of constructivist eportfolios in addressing the linear design approach and allows for a clearer interpretation of students' learning. The evidence presented clearly demonstrates how students represented the various stages of learning through the media available which has significance for course designers planning to use electronic portfolios. © 2012 American Society for Engineering Education.

Item Type: Conference Proceedings
Additional Information: Conference code: 91898; Export Date: 23 February 2015; Correspondence Address: Crehan, M.; University of LimerickIreland; References: Lewis, T., Creativity in technology education: Providing children with glimpses of their inventive potential (2009) International Journal of Technology and Design Education, 19 (3), pp. 255-268; Atkinson, S., Does the need for high levels of performance curtail the development of creativity in design and technology project work? (2000) International Journal of Technology and Design Education, 10 (3), pp. 255-281; Barlex, D., Preparing D&T for 2005 - Moving beyond the rhetoric: The DATA lecture (2000) International Journal of Design and Technology Education, 5 (1), pp. 5-15; Ritz, J.M., A new generation of goals for technology education (2009) Journal of Technology Education, 20 (2), pp. 50-64; Assessment, N.C.C., (2006) Leaving Certificate Technology Syllabus (Ordinary Level and Higher Level), , D.o.E.a. Science, Editor, The Stationary Office: Dublin 2, Ireland; Carty, A., Phelan, P., The nature and provision of technology education in Ireland (2006) Journal of Technology Education, 18 (1); Barrett, H., Carney, J., Conflicting paradigms and competing purposes in electronic portfolio development (2005) Educational Assessment; Paulson, F.L., Paulson, P.R., (1994) Assessing Portfolios Using the Constructivist Paradigm, , American Educational Research Association; Seery, N., Canty, D., Phelan, P., The validity and value of peer assessment using adaptive comparative judgement in design driven practical education (2011) International Journal of Technology and Design Education; Kimbell, R., (2005) E-scape Portfolio Assessment Phase 1 Report, , R. Kimbell, Editor, TERU: Goldsmiths College University of London; Snowman, J., Biehler, R., (2000) Psychology applied to Teaching, , 9th ed, U.S.A.: Houghton Mifflin; Beattie, V., Collins, B., McInnes, B., Deep and surtace learning: A simple or simplistic dichotomy? (1997) Accounting Education An International Journal, 14 (1), pp. 1-12; Kimbell, R., (2004) Assessing Design Innovation A Research and Development Project for the Department of Education and Skills, , R. Kimbell, Editor, TERU: Goldsmiths College University of London; Kolb, D.A., (1984) Experential Learning: Experience As the Source of Learning and Development; Kolb, A.Y., Kolb, D.A., (2005) The Kolb Learning Style Inventory - Version 3.1 2005 Technical Specifications; Lorenzo, G., Ittleson, J., An overview of e-portfolios (2005) Educause Learning Initiative; Allan, G., The use of E-portfolios to enhance student learning: A Faculty-level strategy and experience (2003) Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, , G. Crisp, et al., Editors: Adelaide Australia; Johnson, B., Design ideation: The conceptual sketch in the digital age (2005) Design Studies, 26 (6), pp. 613-624
Uncontrolled Keywords: Assessment models; Cognitive learning; Cognitive process; Cognitive thinking; Design activity; Design brief; Design evolution; Design tasks; E-portfolios; Electronic portfolios; End-products; Initial design; Kolb's learning cycle; Linear approach; Linear design; Media types; Problem solving skills; Structured approach; Student learning; Teacher education; Technology education; Education computing; Engineering education; Exhibitions; Innovation; Product design; Reverse engineering; Technology; Students
Depositing User: National Forum
Date Deposited: 08 Dec 2015 20:32
Last Modified: 08 Dec 2015 20:32
URI: http://eprints.teachingandlearning.ie/id/eprint/2090

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