16 SES 03 A, ICT in Context Part 2
Symposium continued from 16 SES 02 A
Innovators, problem-solvers, and communicators are highly valued in today’s rapidly changing world. These abilities are increasingly emphasized in institutions of higher education as job-specific training is quickly outdated. Although estimates of the number of job changes one might have in a lifetime may be exaggerated (Young, 2017), few jobs are likely to be stagnant. Thus, a strong case exists for “an approach to learning that empowers individuals and prepares them to deal with complexity, diversity, and change” (Association of American Colleges & Schools, [AAC&U], n. d.). This includes skills relevant across areas of study, such as team work, communication, critical thinking, and ethical decision-making, in addition to in-depth study of a particular field (AAC&U, 2011, 2015). Higher education leaders are encouraging faculty to redesign student learning experiences to emphasize cross-cutting learning outcomes, expand opportunities for application, and measure acquired knowledge in authentic ways. An increasingly common platform for such assessment is the eportfolio, which entails students creating and compiling artefacts that represent their learning, accompanied by reflections about what they have learned and how they have learned it (e.g., metacognition) (Cambridge, 2010; Miller & Morgaine, 2009). ePortfolios may involve students making connections across courses in addition to providing evidence for how they have met outcomes in a specific course. This study explores the implementation of student eportfolios in two sections of a business management course. One section was an online course in which students collaborated remotely using digital tools and reviewed and commented on each other’s eportfolios, and the other was a face-to-face course in which students collaborated in person and wrote reflective journals. ePortfolios were created in teams rather than individually to help students develop collaboration skills and learn to be effective team members. The assignment provided students with autonomy over how to demonstrate their learning, as opposed to traditional teacher-centred testing, and the opportunity to develop needed skills in resolving conflict, understanding diversity, and communicating effectively—all topics in the course and skills valued by future employers. Evaluations included student self-report measures (e.g., focus groups, structured reflections; Miller & Morgaine, 2009) in which students identified their strengths and weaknesses, assessed their progress, and commented on their autonomy and capacity for self-direction. Comparisons across the two course delivery modes were made to determine the effectiveness of virtual collaborations and identify any variations in student experiences and outcomes.
Association of American Colleges and Universities. (n. d.). What is a liberal education? Retrieved from https://www.aacu.org/leap/what-is-a-liberal-education Association of American Colleges and Universities. (2011). The LEAP vision for learning: Outcomes, practices, impact, and employers’ views. Washington, DC: Association of American Colleges and Universities. Retrieved from https://www.aacu.org/sites/default/files/files/LEAP/leap_vision_summary.pdf Association of American Colleges and Universities. (2015). The LEAP challenge: Education for a world of unscripted problems. Washington, DC: Association of American Colleges and Universities. Retrieved from https://www.aacu.org/sites/default/files/files/LEAP/LEAPChallengeBrochure.pdf Cambridge, D. (2010). Eportfolios for lifelong learning and assessment. San Francisco, CA: Jossey-Bass. Miller, R, & Morgaine, W. (2009). The benefits of e-portfolios for students and faculty in their own words. Peer Review, 11(1), 8-12. Retrieved from https://www.aacu.org/publications-research/periodicals/benefits-e-portfolios-students-and-faculty-their-own-words Young, J. R. (2017, July). How many times will people change jobs? The myth of the endlessly-job-hopping millennial. Retrieved from https://www.edsurge.com/news/2017-07-20-how-many-times-will-people-change-jobs-the-myth-of-the-endlessly-job-hopping-millennial
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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