2. Anne Fængsrud Vestfold Collage Head of Department For Teachers’ Training

3. Words Norwegian lære = teach - learn lehren/lernen Product and process Portefolio

4. Paradigm shifts in learning (and teaching) see Timothy Koschmann CSCL: Theory Practice New technology wolcomes new ways of working

5. New learning strategies for teaching and learning

6. The traditional teaching and learning methods in our schools have been based on The correct answer Clearly defined curriculum Individual work The teacher teaches The pupils learns based on reproducing facts and pieces of knoewledge from books

7. The instructive Instruction, demonstration The telling Lecture, speech, storytelling The interogative Teaching in the class room, consulting, retelling of the lesson for today, traditional Q& A The dialogue Learning through dialogue, dialogue lecture, discussion, formal discussion, brainstorming, consultancy The processive and adaptive Case studies, storyline, team work, project oriented learning, work shops, role play, cooperative learning The practicle x xx Visits to schools, excursions, practicle work individually or in a group 6 different approaches to teaching

8. The role of the teacher consultant, project leader, commentator fascilitator, inspirator for the pupils’ variety learning styles Guide to the internet Promotor of relevant know-how and skills Flexibel partner

9. The role of the student Increased independence and reflection Participation and problem based approach Individual goals and initiatives Manage his/her own time Communicative competance Collaborative skills

10. ICT literacy

11. ICT E-mail, Word, Windows CSL computer supported learning Excel, Powerpoint CSCL – computer supported collaborative learning

13. Typical for the pc medium Information Documentation Presentation Communication

14. ICT in teaching ICT as a tool for getting information xx ICT as a tool for documentation yy ICT as a tool for communication zz ICT as a teaching tool pp ICT as a learning tool oo ICT for creative writing and learning xx

16. ICT is the answer! But what was the question?

17. Portefolio on the net

18. Definition of digital portefolio A portfolio is a "purposeful collection of student work that exhibits the student's efforts, progress, and achievements. The collection must include student participation in selecting contents, the criteria for selection, the criteria for judging merit, and evidence of student self-reflection" (Lankes, 1995).Lankes, 1995 Portfolio assessment includes performance- based works in progress, as well as best products used for assessment measured according to the achievement of content standards

19. What is a digital portefolio? 1. Based on the same principles as an ordninary paper portefolio 2. …organized digitally 3....er transparent Collaborative learning with ICT Hildegunn Otnes

20. Portefolio assessment What is a digital portefolio? XXX Ex 1 Ex2XXX Ex 1 Ex2 http://luna.itu.no/Fokusomraader/mappevurd/1008073925_64/view http://mix.hive.no/~amjensen/ http://mix.hive.no/~lenelu/ http://mix.hive.no/~nins/ Collection Selection Reflection

21. Assessment Norwegian – ex1, ex2, ex3ex1ex2ex3 100% portefolio assessment – internal? External? Both? Legal documents – government/college/team Should part of the end of term assessment be based on traditional exams marked externally?

22. Two key challenges The relationship between ICT and portefolio assessment The relationship between process and and assessment Is the end of term assessment actually based on the work the student done during the course? Will the type of assessment we chose influence our teaching methods?

23. Product versus process How do we meet the documentation challenge? Essay days with coaching Individually and in groups Diversity in genres and variation in text length? Drafts– can they be placed in the portefolio? Loggs and reflective texts? Curriculum?

24. Instruction, coaching or freedom Freedom to decide probem topic/theme Freedom to define course curriculum Freedom to decide documentation genre Freedom to decide work process Freedom to decide when to work What kind of progression has been planned?

25. Portefolio Authentic writing environment Motivating and stimulating Easy to control, coach and compare Encouraging competition Constant changing and improvement of products, ie writing process Welcomes a variety of ways of writing and structuring texts Welcomes grxts and collaboration

26. Open or closed systems What can be shown on the net/open system? Should the whole portefolio or only parts of it be revealed to the rest of the world? Only finished papers or ”drafts” too? Only papers signed off by a teacher? Only productions adapted to the pc medium? Should some home pages control admittance through a pass word?

27. Possible profit for student More learning because og less teaching Authentic environments can replace the inauthentic exam environment. The student must include a greater variety of genres/texts and exercises showing a broader range of competence and skills The student will put effort into his/her own work throughout a course. Improved group, class and school learning environment

28. subjects/projects ICT portefolio collaborative learning

29. The information community quest for speed forces us to reorganize towards more autonomy and more flexilility. Schools must supply pupils and students with a symbol analytic competence to be able to construct meaning i our hypercomplex society. What is a scenario for the future school?

30. Learning has been based on centralization and standardization Standardized textbooks and methods Standardized and fixed oportunities for cooperation Standardized evaluation techniques and methods Standardized and universal perspectives on learning and deveopment

31. What about our text perspective? Search for texts? Make texts? Analyze texts? Read texts? computer = library computer = writer’s work shop computer = new genre generator

32. Genres

33. Hypertextuality An example http://mix.hive.no/~ljacobse/index.html http://mix.hive.no/~ljacobse/index.html Another example http://tonevant.stud.hive.no/norsk/host 2002/voksenlitteratur/index.htm http://tonevant.stud.hive.no/norsk/host 2002/voksenlitteratur/index.htm