Dec 14

OpenAcademicI am impressed with the way OpenAcademic unifies powerful social-software technologies - the learner centred experience of Elgg, the community functionality of Drupal and Moodle’s course management + a Media Wiki. Refreshingly though, openacademic.org isn’t just buzz - it is actually happening. Coincidently, listening to a webcast the other day, some North American educators were discussing the prospect of a tool that unified various education focussed open-source social software technologies; I realised later they were talking about OpenAcademic. This discussion on EdTechTalk about ePortfolios in schools was of particular interest. It totally changed my understanding of what an ePortfolio should and could be.

I firmly believe the future of the ePortfolio as a concept is central to a future system-wide SOE (Standard Operating Environment) based on a social-software system (hopefully flexible and open-source) such as is mooted at openacademic.org. Perhaps beginning at the end of the decade? We teachers are currently attempting work with unsuited technologies, trying to achieve e protfolios we know have advantages for students, parents and teachers alike. What we really need are collaborative social-software systems hosted on the Internet in relatively open yet still safe and secure networked environment. WordPressIn the real-world, I accept this is some way off as an SOE, but still similar systems are within reach at the moment - a hosted version of Moodle, or as a simple content management system, WordPress for example: take the interface for the writing (blogging) system which is simple in form - *the emphasis with social software tools is on student produced content, and collaboration* - not WordArt - if I may just highlight an odd primary school example that some of my esteemed colleagues see using ICTs as meaning. MoodleIn keeping with the focus on learning content and collaboration, the filing system and presentation online is automated - these two large stumbling blocks are removed to allow the building of effective ePortfolios. In fact even the Moodle and WordPress interfaces are simpler than those of offline business/office tools we currently contort to fit educational needs such as Word, PowerPoint and Publisher.

In terms of the efficacy of ePortfolios as a ‘reporting’ mechanism in a K-7 setting there is definitely potential for a social-software e portfolio to be of great use. The time-saving aspect of a system utilising Elgg, Moodle, MediaWiki, Drupal or WordPress will appeal to Drupalteachers; for example they can easily be set-up to categorise writing and multimedia into Learning Area archives - for planning, reflection, negotiation, debate and again *collaboration* with teachers, cohorts and even external input (eg. schools overseas). In terms of assessment tasks, and avoiding the paper chase, they would are automatically archived to the database and saved as learning snapshots (writing, video, music, art, Kahhotz etc) because the students (with assistance) will have selected the appropriate learning area assessment “tag” for their work. Drafts can be saved and not displayed until publish is clicked. Teachers can moderate all collaboration via their in-box by clicking on approve, edit or delete when comments or completed tasks are published. An interesting discussion in the webcast above was the North American New Hampshire District model; ePortfolios documenting the learning journey and assessment linked to competency modules (our outcomes), and the association of projects and matching those with competencies (our Elgglevels). It would be awesome to have the Curriculum Framework integrated into such a system here. I’ve noticed Math is rarely included in the discussion on ePortfolios for obvious reasons - but for example, in a Primary School setting a screenshot could be taken of a score achieved in Year 3 Math Measurement at http://rainforestmaths.com/ for example - students could then blog (write/type) about their understanding in relation to the score displayed in the screenshot. Acheivement certificates from Mathletics could also be used. Maybe online maths syllabus tasks will in time become part of a social-software based SOE ePortfolio.MediaWiki

Possibly the greatest benefit of a such a social-software ePortfolio system is it’s usage for the duration of a student’s school life. Samples of learning difficulties could be recognised and collated by means of URI’s. Social-software e portfolios will have the bonus of ownership too - students will take pride in their work and be impressed by it’s volume and searchability for future reference. Different teachers over the time of a child’s growth, from Year 3-7 for example, could easily refer to the yearly archives to gauge the development of understanding, expression, past themes covered, etc.

[Cross-posted] This post was initially a response to an email by Peter Trimble to the eChalk email list.

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Nov 24

This week marked the passing of Paul Rigby noted in The Australian as “the legendary Australian cartoonist whose quirky, stylised work graced the pages of the world’s great newspapers, has died in Western Australia.” Paul Rigby’s cartoons were regulars in the New York Post and Daily News in the 70’s. Cartoons appeal to all ages and inevitably appear in the curriculum at various stages but history examiners have “identified cartoon interpretation as an area of weakness in the teaching of History in Australian schools.” To this end the John Curtin Prime Ministerial Library has developed this Cartoon PD in a Package. The team behind the package is looking for feedback from teachers. Here’s one of Rigby’s cartoons from The Sun on 24 July 1971 with a nod to the prospect of computers taking over the Ashes entitled “Damned uncanny, these computerised Test matches…“:
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Source: Centre for the Study of Cartoons and Caricature, University of Kent

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