Activity-reflection eportfolios - An approach to the problem of effectively integrating ICTs in teaching and learning, Richards (2005)
Very interesting read.
Richards presents the idea of using eportfolios not as a simple repository for artefacts but as a means to realizing an activity reflection cycle with students. A cycling and recycling between activity and reflection on the process of completing a project, course or activity. More specifically a activity reflection cycle that causes the student to examine perhaps the various hurdles faced, identified and overcome in completing a project, or solving a problem. Very similar to Kolb's experiential loop or spiral, Schon's "reflection on action" but grounded in a context for application and organized / guided to a certain degree in practice (i.e. via questions or format)
The idea being that the learner may discover theory, procedures, or content not simply through reading but through a need to apply these to realize a meaningful project / purpose and then reflect on it. The depth of their understanding is challenged by this need to apply it to the problem. Note that reflections on the task and subtask is encouraged not just at the project's completion or even at the end of key stages of the project but before starting a task and while completing a task.
These can be realized via guided focus questions. Possible questions might encourage focusing on how they might solve or have ended up solving a problem, identifying the skills they had to learn to overcome a problem, or comparing their final work with exemplary examples.
Evidence of good reflection in the eyes of Richards?.
- responses with higher order learning / thinking / knowledge construction
- responses that related to practical experience or application of theory
- responses that were supported by references and/or well informed arguments
Example of a simple eportfolio framework?
A template with headings. Each heading with subheadings .. The student is asked to produce artefacts that support the needs described alongside or in the subheadings and are then stored and hyperlinked to these subheadings. Then the student needs to support the work with an overall review of the portfolio with a focus on reflections about
- key stages of development / learning
- their artefacts of learning
.. but the process doesn't end there. Final reflections are then posted for sharing with others which invites more opportunities for collective learning and creation of a learning community. From my perspective, this also invites the possible identification of "good practices" and debate about most effective "learning / problem solving strategies"
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