Using E-Portfolio on Social Media

Available online at www.sciencedirect.com

ScienceDirect Procedia - Social and Behavioral Sciences 186 (2015) 1275 – 1281

5th World Conference on Learning, Teaching and Educational Leadership, WCLTA 2014

Using e-Portfolio on Social Media Kanokphon Chantanarungpak a* a

Ph.D. Educational Technology Department, Faculty of Education, Srinakharinwirot University, Bangkok 10110, Thailand

Abstract Portfolio is one of the tools for assessing of the learning in authentic assessment method. When the technology moved ahead, the characteristics of portfolio can be changed to be e-portfolio. Social media has become more influence in everyday life and in learning also. Therefore, the e-portfolio can be used on social media. This paper aims to develop the use of e-portfolio on social media for under graduated students in Thailand. How can we use e-portfolio on social media? It was found that there are 5 components of using e-portfolio on social media: objectives, contents, related persons’ roles, social media and evaluation. There are 6 stages of process: defining objectives, creating e-portfolio, collecting e-portfolio, self-evaluating, related persons’ evaluating and publishing e-portfolio. © Published by by Elsevier Ltd.Ltd. This is an open access article under the CC BY-NC-ND license ©2015 2015The TheAuthors. Authors. Published Elsevier (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of Academic World Education and Research Center. Peer-review under responsibility of Academic World Education and Research Center Keywords: e-Portfolio, Social Media

1. Introduction The revised version of bloom’s taxonomy of educational objectives has put “create” as the highest order in cognitive skill of learning (Anderson, 2001). Whenever teachers want students to achieve the highest order in cognitive skill of learning, the ways of assessment also have to adapt into the appropriate ways. Authentic assessment is the measurement of intellectual accomplishments that are worthwhile, significant, and meaningful (Wehlage, Newmann & Secada, 1996). As authentic assessment focuses on what students learn, using authentic assessment must have the evidence of learning. One of the tools for authentic assessment is portfolio. Inasmuch as the technology has moved ahead, the portfolio has moved along with the technology to be an e-

* Kanokphon Chantanarungpak. Tel.: +662 649 5000 ext 1-5580. E-mail address : [email protected]

1877-0428 © 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of Academic World Education and Research Center doi:10.1016/j.sbspro.2015.04.063

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Kanokphon Chantanarungpak / Procedia - Social and Behavioral Sciences 186 (2015) 1275 – 1281

portfolio. Social Media has not only become more influence in learning but published in widespread also. Social media is expanding learning beyond the school day with content and meaningful interactions on specific topics. When combined with meaningful engagement, social media technology can be a powerful tool to reinforce learning, establish effective communication abilities, and provide the career and necessary life skills for students in the 21st century (Mark Stevens, 2014). The characteristics and benefit of social media in creating and sharing can fulfil the e-portfolio. So, the researcher would like to develop of how to using social media as a tool in publishing e-portfolio that students created. 2. Conceptual Framework

e-Portfolio Using of e-Portfolio on Social Media Social Media Figure 1: Conceptual Framework

2.1 e-Portfolio e-Portfolio is the use of computer technology to collect and store portfolio in various formats, for example, audio, photo, video, or text. It is fulfilled by connecting each work which ease of access and modify to show what the eportfolio developers have learned. There are 4 components of e-portfolio. (Barton and Collin, 1997; Cole et.al, 1998) 1. Objectives: Objectives show what e-portfolio explains and the purpose of study. The general objectives include the achievement of curriculum, self-evaluation by reflecting their own e-portfolio, and assessment the teachers’ responsibilities in teaching to achieve the learning objectives. 2. Content: Content includes evidence that reflects the success of learning objectives. The content composes of 5 parts, which are the selected works, students’ learning reflection, obvious objectives, examples during the learning process, and samples of evidence that shown student’s development. 3. Timeline: Timeline is the planning of when e-portfolio will be evaluated and the achievement of the objectives. The process in timeline consists of self-evaluation and reflection. For self-evaluation, students evaluate their achievement on e-portfolio by using rubric scoring. Reflection is rating of student’s e-portfolio from learning by using their thought. 4. e-Portfolio evaluation: e-Portfolio evaluation is assessing the compatibility of e-portfolio with the objectives from evidences of learning. The e-portfolio evaluation is done by rubric scoring. There are 5 processes of developing e-portfolio, as follows: (Barrett, 2000) The first step is defining objectives and contents of e-portfolio. This step helps teacher and students understand the objectives of e-portfolio and the content in e-portfolio. Evaluation criteria of e-portfolio occur in this step. Moreover, this step defines the technology used in creating e-portfolio. The second step is creating e-portfolio. Students use multimedia to determine and create the works to achieve the objectives. They create the identity of their e-portfolio in this step. The third step is self-reflection. In this step, students are writing the message to reflect the students’ each work in e-portfolio on the criteria was set in the first step. The fourth step is designing the link of e-portfolio. This step is choosing, collecting and organizing the electronic tools to link each work together in the e-portfolio.


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The last step is presenting e-portfolio. This step is performing the e-portfolio in the proper tool and displaying it to everyone. 2.2 Social Media Social media is media in various formats such as text, image, audio or video which can be rapidly shared to public. The widely interactive process occurs among people who know or never know each other. Everyone can have own social media and get an access to it from everywhere via internet. The social media has 3 characteristics. 1. Social media is widespread communication. Media dissemination over social media is easier to find and access via internet without the time and place constraint. 2. Social media allows users to create their own media. In the former era, so called the print publication era, only the producer has clear responsibility to create and publish the media. Now, everyone can create and publish on social media. The concept of creation and publication has changed from one-to-many to many-to-many. This characteristic of social media is a basis for the development of using e-portfolio on social media. 3. Social media opens opportunities for users to modify, save and store information. Furthermore, users can coordinate with others in creating or editing information on social media. There are 5 categories of social media. (Jane Bozarth, 2010; Safko & Brake, 2012) x Communication Social media in communication category is the media that allow users to write articles or post what they are interested. The example of social media in communication category is weblog or blog. x

Collaboration

This category on social media allows for experts in a particular field to work together to create information. An example in the collaboration category is Wikipedia. x Community The community category is forming the social community or social network for people with common interest to change and share information. Everyone has his own profile with a picture and allow inviting friends to join a community or find friends in the community. The examples of this category are Facebook, Myspace, Google+. x Multimedia The social media that allows people to share image or media belongs to the multimedia category. The users can upload and share photo or media with friends and public with ease of access and retrieve. The examples of this category are Flickr, YouTube or Slideshare. x Entertainment This category entertains people in the form of online games or virtual world in which players can chat with others in games or world in the virtual scene. The example of this category is second life. Social media has included social network in the category of community. Social Network is a structure formed by people and by connections between people, with the connections enabling interactions and exchange of information and influence. (Knoke, 2008) Online Social Networks are part of social media which support students in collaborative works and enhance students’ life-long learning skill by applying into learning activities. There are 6 styles of learning activity using online social networks. First is content publishing. Instructors can assign students to read learning content from Blog, Wordpress, Wikipedia, wikispaces, slideshare and then conduct a discuss in the

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classroom. Second is sharing including Video Sharing, Photo sharing and File sharing. Instructors can use Flickr, Photo bucket, Youtube, mediafire, 4shared to share files that students can download and instructors can share other learning resources in the relevant subjects of teaching. Third is conversation and group discussion by using Twitter, Facebook, MSN, Skype, webboard. Instructors lead the discussion by giving issues or topics and allow students for discussion. Forth is brainstorming where instructors can lead this activity. Wikispaces, Google Doc, Facebook are served as brainstorming tools. Everyone can share opinion and work together anywhere. Fifth is using Twitter, Facebook, Google Doc to notify messages, make an appointment, give an assignment and follow up the learning. The last is evaluation. Instructors can create evaluation forms online by using Google Doc. (Chantanarungpak, 2013). Table 1: Online Social Networks in learning activities Learning activities Content publishing Sharing : Video Sharing, Photo sharing and File sharing Conversation / Group discussion Brainstorming Notify messages, appointment, assignment and follow up Evaluation

Online Social Networks Blog, Wordpress, Wikipedia, wikispaces, slideshare Flickr, Photo bucket, Youtube, mediafire, 4shared Twitter, Facebook, MSN, Skype, webboard Wikispaces, Google Doc, Facebook Twitter, Facebook, Google Doc Google Doc

3. Objective The purpose of this paper is to develop the use of e-portfolio on social media for undergraduate students. 4. Methodology There are 3 stages in developing the use of e-portfolio on social media. There are: Stage 1: Study related documents, concepts, principles and research studies in portfolio, e-portfolio and social media. Stage 2: Analyze and synthesize data from stage1 to generate a draft of using e-portfolio on social media. Stage 3: Evaluate the appropriateness of the draft of using e-portfolio on social media by 3 experts in Educational Technology who use e-portfolio and/or social media for instruction. 5. Results The research findings are divided into 2 parts – the first part is the development of using e-portfolio on social media and the second part is the evaluation of the appropriateness of the development of using e-portfolio on social media by experts. Part 1: The development of using e-portfolio on social media is the guideline for the instructors to use on social media which comprises 5 components and 6 stages of procedure.

e-portfolio


Defining objectives

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Creating e-portfolio

Objectives Collecting e-

Publishing e-

Content Social Media Related persons’

Related persons’

Evaluation

Self - evaluating

Figure 2: The use of e-portfolio on social media

The 5 components include objectives, contents, related persons’ roles, social media, and evaluation which will be discussed as follows. Objectives: The objectives are about the purposes of e-portfolio which clarifying what e-portfolio show and assess. The objectives must be clear. In addition, the objectives are to show the criteria of e-portfolio evaluation including learning reflection, self-evolution and self-development. Contents: The contents include the focus of e-portfolio. Contents contain work, self-evaluation and evidence shown that students achieve objectives. Related persons’ roles: The related persons’ roles include the role of an instructor, students and friends. The instructor plays a role as a facilitator who clarifies about e-portfolio, coordinates in setting the rubric scoring for evaluation, verifies and gives advices, and evaluates the e-portfolio. The students have roles in learning and joining the learning activities, creating e-portfolio, collecting e-portfolio, choosing the e-portfolio, self-evaluating, and publishing e-portfolio. Friends have roles in evaluating each other works and e-portfolio. Social media: Social media works as tools in 3Cs – create e-portfolio, collect e-portfolio, and comment eportfolio. Social media can connect each work together, ease of access, and conveniently modify and update eportfolio. Evaluation: e-Portfolio evaluation is to examine the accordance of e-portfolio with the objectives by assessing the progress and development. The evaluation uses rubric scoring. The 6 stages of procedure include defining objectives, creating e-portfolio, collecting e-portfolio, self-evaluating, related persons’ evaluating and publishing e-portfolio which will be discussed as follows. Defining objectives: The defining objectives step is the most important step before starting e-portfolio. Clear objectives are needed to make corresponding understand among instructor and students. The instructor and students work together to set out the evaluation method and criteria in rubric scoring. Creating e-portfolio: Students create works and e-portfolio from what they have learned. They can use various devices to create e-portfolio and change into an electronic format. Collecting e-portfolio: The collecting e-portfolio step is the step that students design their identity, design the connection of each work and e-portfolio, and organize e-portfolio by using social media. Self-evaluating: The review and ponder of their e-portfolio in 2 ways. The first way is to reflect what they have learned by answering the questions as what are pros and cons of their work, do they have any problems or obstacle

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in this work, what they think about their work, and what they have learned from this work, etc. The second way is to evaluate their e-portfolio to the evaluation criteria. Related persons’ evaluating: This step is giving comments and feedback from the instructor and friends by comparing with the criteria or giving general feedbacks. Publishing e-portfolio: The last step of using e-portfolio on social media is giving opportunity to others to get access to one’s e-portfolio. The e-portfolio can make students proud and recognize the value from learning. Part 2: The evaluation of appropriateness of the development of using e-portfolio on social media by experts. The evaluation form asked about the appropriateness of each component and stage of procedure in the development of using e-portfolio on social media. The results are shown in Table 2. Table 2: The results of the appropriateness of the development of using e-portfolio on social media by experts. (Based on 5 – 5 is the most appropriate) Issues Components of the using of e-portfolio on social media 1. Objectives 2. Contents 3. Related persons’ roles 4. Social media 5. Evaluation Stages of procedure of the using of e-portfolio on social media 1. Defining objectives 2. Creating e-portfolio 3. Collecting e-portfolio 4. Self-evaluating 5. Related persons’ evaluating 6. Publishing e-portfolio

ܺത

Interpret

5 4.67 4.67 5 5

The most appropriate The most appropriate The most appropriate The most appropriate The most appropriate

5 5 4.67 4.67 4.33 5

The most appropriate The most appropriate The most appropriate The most appropriate Appropriate The most appropriate

Table 2 shows that all the components of the using of e-portfolio on social media are within “the most appropriate” range. For stages of procedure, all procedure is within “the most appropriate” range in using of e-portfolio on social media except related persons’ evaluating is within the “appropriate” range. 6. Conclusion Using e-portfolio on social media is the method to assess students based on authentic assessment. This method takes advantages of Web 2.0, social media in creating e-portfolio. The development of using e-portfolio on social media is the guideline for instructors to use portfolio or e-portfolio in authentic assessment by using social media which contained 5 components of using e-portfolio on social media: objectives, contents, related persons’ roles, social media and evaluation and 6 stages of process: defining objectives, creating e-portfolio, collecting eportfolio, self-evaluating, related persons’ evaluating and publishing e-portfolio. This paper is a part of the study of ethe effect of using e-portfolio via social media for undergraduate students. After the development of using portfolio on social media, the researcher plans to use the development with the students to study the effect of using e-portfolio via social media for undergraduate students. References Barrett, H. (2008). "NECC 4008 update" Electronic Portfolios for Learning blog. Retrieved April 13, 2014 from: http://electronicportfolios.org/blog/4008/07/necc-4008-update.html Barrett, H. C. (2000). Electronic Portfolios = Multimedia Development + Portfolio Development : The Electronic Portfolio Development Process, Retrieved April 13, 2014 from:http://transition.alaska.edu/www/portfolios/EPDevProcess.html#eval Barrett, H. C. (2000). How to create your own electronic portfolio. Retrieved April 13, 2014 from: http://transition.alaska.edu/www/portfolios/howto/index.html Barton, J. and Collins, A. (1997). “Starting Out : Designing Your Portfolio” Portfolio Assessment : A Handbook for Educators. California : Addison Wesley Publishing Company. Bingham, Tony. (2010). The new social learning: a guide to transforming organizations through social media. The American Society for Training & Development, California.


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