do cats play piano?
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Do Cats Play Piano?
DO-MI-nique Alain JAN
Evidences
http://news.bbc.co.uk/cbbcnews/hi/newsid_8080000/newsid_8087800/8087807.stm
Metaphor
http://news.bbc.co.uk/cbbcnews/hi/newsid_8080000/newsid_8087800/8087807.stm
Graduate employee
ePortfolio practice
Real title of my research project
“An investigation of graduates’ practice in maintaining ePortfolio practice after graduation and at the beginning of their career”
Actual PhD thesis subject
Training is essential
Champions vs Laggards
Champions vs Laggards
Where literature review stops
What happens next?
Do Doctor Cats Play Piano?
What happens next?
Do Accountant Cats Play Piano?
What happens next?
Do Teacher Cats Play Piano?
The Deep Learning approach
LMS
Informal Knowledge
Personal skills
Experience
“Soft skills”
PLE
Goodyear (2003)Formal knowledge
Keys and common concepts
Institutional training - “Hard skills”ePortfolio
The question remains...
• Do graduate employees continue with eP practice at their workplace ?
• Whether they do / don't• Why ?• What?• For what purpose?
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Research questions
• What are graduates’ ePortfolio practices after having left higher education for professional life?
• What are educators’ expectations of graduates continuing to engage with their ePortfolio after graduation?
• What are employers’ expectations of graduate employees engaging with an ePortfolio at the start of their professional career?
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Participants
• Graduate employees' employer
• Graduate employees
• Graduate employees' former trainers
• Unity of study = a cluster • 1+ graduated student • Employer (HR)• Educator
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ePortfolio purpose inFrancophone countries
Teacher training (IUFM + C2i2) Engineer training
Technology training (IUF) Students’ placement
Teacher training Assessing language skills
Nursing (initial + further training) Students’ placement
ePortfolio purpose inAnglophone countries
Teacher training Assessing language skills
Nursing (initial + further training) Students’ placement
ePortfolio purpose inAnglophone countries
Which platform?
What do they do with eP?
Livre blanc « La demarche ePortfolio dans l’enseignement superieur francais » Cahier n°3 / March 2013
Students Teachers
Livre blanc « La demarche ePortfolio dans l’enseignement superieur francais » Cahier n°3 / March 2013
Do they train practitioners?
How do they train them?
• Students– 1 to 3 sessions– Average of 60 min/session
• Teachers– 1 to 2 sessions– From ½ day to 1 day/session
• Training on how to use the tool– 80% to 100% of the training time
• No training on the eP methodology
How to foster eP practice
http://vimeo.com/69882471
Do technologies, including eP havean impact on teaching? (%)
Jesen, K. and Folley, S. (2011) Teaching and Learning Institute
Working Paper No.1, University of Huddersfield, March 2011.
What are the barriers to ICT use? (%)
Jesen, K. and Folley, S. (2011) Teaching and Learning Institute
Working Paper No.1, University of Huddersfield, March 2011.
What factors foster the adoption of technology in teaching? (counts)
Jesen, K. and Folley, S. (2011) Teaching and Learning Institute
Working Paper No.1, University of Huddersfield, March 2011.
The Digital Footprint
Managing our Digital Identity
• Control our [personal-teaching-learning] environment• Improve the ownership of our knowledge• Manage access to our information• Working together• Build our reputation on facts• Facts / Groupwork are keypoints to foster motivation (Heute,
2009)
Methodology• Qualitative research
• f2f semi focussed interviews
• Activity theory framework
• Grounded theory approach29
Field of research
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First results• No geographical / sociological differences in the stories collected
• 95% of graduate employees have stopped engaging with eP practice (they say)
• 80% of graduate employees have the same perception on eP as their educators
• 98% of employers never heard the word eP
• 60% of employers (HR) are trained for skills/competences appraisal 31
What do employees say?
• eP is a strategic tool• eP takes time• eP tools are too complicated• eP are/were not considered as important by
educators/employers• What is the point if our eP is lost when leaving
the institution? 32
What employees do?• 88% have a FB account they use for personal purpose
• professional information is sometimes posted there
• 65% have a LinkedIn account• professional information is sometimes posted there• used more as a tool to say you are here
• 80% have a DropBox or equivalent account• used to store evidences of professional achievements
• 10% are blogging/reflecting on their learning/professional skills and achievements
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Conclusion (so far)• If graduate employees say they have stopped with
eP practice, we notice this is not totally true.
• Yes: they don't use eP management systems anymore
• No: because some practices are transferred form the classroom to the workplace
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Conclusion (so far)
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• Some reasons for having stopped with eP practice– Time consuming– Was not valorised by educators during HE studies– Too complicated (bad user experience impact the whole eP
practices)– Lost the content of the eP after graduation– Control of my digital identity Educators were accessing my
“secret garden” without consent– “What is ePortfolio?” (a graduate after 2 years of having used
Mahara during his teacher training school)
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