Speaker 講者 : Mr Lue Wing Yuen, Max David M. Kennedy, PhD 呂永源 先生 甘明德 博士

Project Technical Officer, TLC Director, TLC 教與學中心 項目技術主任 教與學中心 總監

電子學檔教學法 , 實踐 與 Mahara

Take five minutes 用五分鐘時間 Discuss with a neighbour 與鄰座討論下列各問題

Write down as many types of files you would like your students to use in a portfolio of their work

你希望學生把那些不同種類的檔案放在他們的學檔 (portfolio) 內，請盡量多寫幾項。

你的看法

How do you think a portfolio can be used?

你認為學檔的功用是甚麼 ?

Who should have control of the space – T or S?

學檔內容應由老師還是學生決定 ?

你的看法

你的看法

What makes an ePortfolio different from print?

電子學檔與紙張編印的學檔有甚麼分別 ?

What things can you do differently if your students can use text, audio and video?

假如學生能用文字、聲音及影像作為媒體，你會有甚麼不同的做法 ?

‘ e-portfolios benefit learning most effectively when considered as part of an integrated teaching and learning approach, rather than as a discrete entity. … ’

‘當學檔用作綜合性教與學方法的一部份而非獨立文案時，最能令學習受惠’

Impact of e-portfolios on learning, BECTA

研究 I

‘opportunities for both students and teachers to draw out and present e-portfolios at particular times and for particular purposes.’

‘老師及學生能因着不同時間和不同目的，於電子學檔中提取及發表當中的不同內容’

Impact of e-portfolios on learning, BECTA

研究 I

‘ e-portfolios make progress and attainment more obvious to both teachers and students, because viewing and revisiting the repository of work reveals development, achievements, strengths and weaknesses’

‘電子學檔更能向老師及學生展示學習進度及成效，因在不斷審閱及修改其內容的過程中能反映出學生的進步、成果、強與弱項’

Impact of e-portfolios on learning, BECTA

研究 II

‘ e-portfolio processes and tools for organisation and communication support the learning outcomes of students with a wide range of abilities’

‘電子學檔中的組成內容及溝通工具的應用及過程，能支援有廣泛技能的學生取得學習果效’

Impact of e-portfolios on learning, BECTA

研究 III

‘… then likely to be substantial impact on both learning processes and learning outcomes.’

‘…這很有可能會對學習的過程與效果帶來相當的影響’

Impact of e-portfolios on learning, BECTA

研究 III

Evidence 證據

Persistence 持久

Engagement 投入參與

History 歷史

Sharing 分享

Artifacts 元件

Media 媒體

Formal 正式

Informal 非正式

Collaborating 合作

學檔

Learning 學習 Assessment 評核 Tangible outcomes 明確的果效 The student experience 學生經驗 Professional development 專業發展 Competencies 能力 Employment 受雇 Presentation 介紹 Are there others we should consider? 還有甚麼可考慮的元素 ?

http://scottish-rscs.org.uk/newsfeed/wp-content/uploads/2009/03/e-conf-jigsaw.png

電子學檔

Motivation 推動 Learning 學習 Graduate outcomes 完成大學 課程的果效 21st Century skills 21世紀的技能 Reflection 反思 Assessment 評核 Higher-order thinking 高階思維 Metacognition 後設認知 Audience, e.g. CV 觀眾( 例如：個人履歷表 )

http://www.jvims.org/images/pedagogy.jpg

教學法

Attwell, G. 2005. Recognising learning: Educational and pedagogic issues in ePortfolios

觀點 / 看法電子學檔

外界 學習者

查證監察評審證明

計劃 確認 評核 記錄

認可 反思 介紹

Open source (NZ) 公開程式的源代碼 (New Zealand 紐西蘭 )

Integrates with … 結合… Single sign-on (SSO) with Moodle

於 Moodle 的單一簽入 Sizable community 富規範的社群 Standards 標準、規格 MaHoodle (Mahara+Moodle)

Student-centred and controlled 以學生為中心的，由學生操控

Blogs 博客、部落格、網路日誌 Forums 網上討論區、論壇 Artifacts – text, audio and video possible 元件：包括有文字、聲音與影像等 Groups – teacher and student controlled 小組：老師及學生操控 Wall – for public and private feedback 網上留言區：讓公眾及私人作回應 Feedback 回應

▪ Teacher and student 老師及學生 ▪ Public or private 公眾或私人

Simple file management 簡單的檔案管理 Multiple forms of media 多種媒體形式

Internal (e.g., stored locally) 內部的 ( 例如：貯存於電腦內 )

External (e.g. You Tube) 外部的( 例如 You Tube) Drag-and-drop editing (Views) 拖放編輯

(Views) Permissions control 權限管理 Open source – community 公開源代碼–虛擬社群

Single sign-on (SSO) with Moodle 於 Moodle 的單一簽入 OR 或

Stand alone 獨立的電腦

OBA evidence 以果效為本的證據 writing – the blog and/ or views 寫–博客、部落格、網路日誌 及 /或 views speaking – Audacity, PowerPoint, mp3 recording 說– Audacity, PowerPoint, mp3 錄音 listening – audio files (mp3)

聽–聲音檔案 (mp3) reading – interactions with content

讀–與內容作互動 presenting – video capture, YouTube 介紹–影像攝錄， YouTube

電子學檔、「果效為本教學」及評核

Management

管理 the wall or forums

網上留言區或討論區 using the skills of students

善用學生的技能

電子學檔、「果效為本教學」及評核

Don’t forget 不要忘記 the PDF files of procedures?

PDF 檔案的步驟 ?

You can control the grading and tasks

你可操控分數和作業 Your students will learn very quickly

學生可以很快學會

練習

The curriculum and assessment need to be considered carefully before you use a portfolio with students在使用學檔作敎學前，要詳細考慮課程及評核

You DO NOT have to be an expert with Mahara!你不需要成為 Mahara 的專家 !

The TLC will help 教與學中心會協助你

練習