Constructivist e-Portfolios: The Use of Media in the Collecting and Evidencing of Student Learning

Michael Crehan; Niall Seery; Donal Canty; Diarmaid Lane

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Conference: 2012 ASEE Annual Conference & Exposition
Location: San Antonio, Texas
Publication Date: June 10, 2012
Start Date: June 10, 2012
End Date: June 13, 2012
ISSN: 2153-5965
Conference Session: Design Cognition I
Tagged Division: Design in Engineering Education
Page Count: 19
Page Numbers: 25.343.1 - 25.343.19
DOI: 10.18260/1-2--21101
Permanent URL: https://peer.asee.org/21101
Download Count: 842

Paper Authors

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Michael Crehan University of Limerick

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At present, Michael Crehan is investigating the value of the constructivist electronic portfolio on teaching and learning in the design and technology setting. This research area encompasses multi-modal learning, personalised learning, electronic portfolio infrastructure, and an analysis of student e-portfolios submitted in the design and technology setting. The research aims to identify the advantages of e-portfolios in the advancement of student learning in design and technology.

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Abstract

Investigating students Technological Capability through the use of Kolbs Experiential Learning TheoryLewis (2009) argues that there are a variety of generative cognitive processes thatare more likely to occur in technology education than elsewhere in the curriculum.Design and Technology education supports the development of higher cognitivethinking and problem solving skills, where students have the capacity to expresstheir creativity and innovation through the completion of the artefact they design,manufacture, and report on (Atkinson 2000). For effective higher cognitivelearning to occur students are encouraged to record and evidence their designevolution and development as the design journey progresses.However, many of the current assessment models inadvertently encouragestudents to adopt a structured, linear approach to reporting the design activity.This structured approach can often lead to reverse engineering of the designportfolio subsequent to the students’ convergence on their initial design idea,therefore placing greater emphasis on the end-product and not the design journey.This study investigates a cohort of initial teacher education students (n=27) asthey participate in a design-based module to solve a semi-open brief. Throughoutthe design journey students were encouraged to simultaneously record data thatinspired their design decision. This data was then presented through the use of anon-criterion referenced e-portfolio system. Common themes emergedthroughout the portfolios and were analysed under the four stages of Kolb’slearning cycle.The findings identify the stage on Kolbs’ Cycle where students began theirlearning process for the different types of problems encountered. The progressioneach student made through the cycle was also highlighted and illustrates a non-linear progression as the dominant feature of the portfolios. The manner is inwhich the pupils progressed through Kolbs’ learning cycle was correlated withstudent’s performance measures and indicate that effective learning approacheshave a significant relationship with performance. These findings have significanceto design and technology education as they present empirical evidence thatsupports the need to emphasis the design journey as the focus of constructivistlearning.

Citation
Format

Crehan, M., & Seery, N., & Canty, D., & Lane, D. (2012, June), Constructivist e-Portfolios: The Use of Media in the Collecting and Evidencing of Student Learning Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21101

TY  - CPAPER
AB  -     Investigating students Technological Capability through the            use of Kolbs Experiential Learning TheoryLewis (2009) argues that there are a variety of generative cognitive processes thatare more likely to occur in technology education than elsewhere in the curriculum.Design and Technology education supports the development of higher cognitivethinking and problem solving skills, where students have the capacity to expresstheir creativity and innovation through the completion of the artefact they design,manufacture, and report on (Atkinson 2000). For effective higher cognitivelearning to occur students are encouraged to record and evidence their designevolution and development as the design journey progresses.However, many of the current assessment models inadvertently encouragestudents to adopt a structured, linear approach to reporting the design activity.This structured approach can often lead to reverse engineering of the designportfolio subsequent to the students’ convergence on their initial design idea,therefore placing greater emphasis on the end-product and not the design journey.This study investigates a cohort of initial teacher education students (n=27) asthey participate in a design-based module to solve a semi-open brief. Throughoutthe design journey students were encouraged to simultaneously record data thatinspired their design decision. This data was then presented through the use of anon-criterion referenced e-portfolio system. Common themes emergedthroughout the portfolios and were analysed under the four stages of Kolb’slearning cycle.The findings identify the stage on Kolbs’ Cycle where students began theirlearning process for the different types of problems encountered. The progressioneach student made through the cycle was also highlighted and illustrates a non-linear progression as the dominant feature of the portfolios. The manner is inwhich the pupils progressed through Kolbs’ learning cycle was correlated withstudent’s performance measures and indicate that effective learning approacheshave a significant relationship with performance. These findings have significanceto design and technology education as they present empirical evidence thatsupports the need to emphasis the design journey as the focus of constructivistlearning.
AU  - Michael Crehan
AU  - Niall Seery
AU  - Donal Canty
AU  - Diarmaid Lane
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Constructivist e-Portfolios: The Use of Media in the Collecting and Evidencing of Student Learning
UR  - https://peer.asee.org/21101
DO  - 10.18260/1-2--21101
ER  -