Ubiquitous documentation of learning: a framework of ...

Ubiquitous documentation of learning: a framework of the introduction of mobile technology for the construction of eportfolios Gemma Tur University of the Balearic Islands Mar Camacho Rovira i Virgili University 1. Introduction In recent years there has been an increasing interest in the affordances of mobile technology in learning. Ally and Prieto-Blázquez (2014, 4) have argued that “mobile learning is not about the technology, it is about the learner”, an idea which has also been argued about eportfolios. The use of mobile technology in the construction of eportfolios has been studied from a technical perspective and Barrett (2011) has listed a great number of tools. This article suggests a theoretical framework for the integration of mobile technology in the construction of eportfolios. Bearing in mind the affordances that have been observed in research on the use of mobile technology in education, this article suggests that it is suitable for the enhancement of learning portfolio processes in such a way that creativity is also fostered. Furthermore, there is a need to address eportfolio processes taking into consideration the affordances of current mobile technology, as it seems that research on eportfolios has yet to explore all its possibilities. As has been said, “careful planning is required for mobile learning to be successful” (Ally and Prieto-Blázquez, 2014, 4). Going one step forward beyond planning, this article suggests a didactical design for learning, following Jahnke and Liebscher (2013). Therefore, we present a theoretical design for documenting learning on eportfolios, and so this article offers a framework for successful integration of mobile technology in eportfolio processes. 2. Two eportfolio frameworks to integrate mobile technology There are two main models that can help us to analyse the affordances of mobile technology in the construction of eportfolios. Our revision of scientific literature is focused on Cambridge’s model (2009, 2010) and Zubizarreta’s model (2009). According to the former there are two selves in the construction of eportfolios: the networked and the symphonic self. According to the latter, there are three main processes: documenting learning, reflecting and collaborating. The theoretical framework on which the study is based will argue how mobile technology can foster the three mian epotfolio processes defined by Zubizarreta (2009). This means that the whole of Zubizarreta’s learning portfolio model can be enhanced by mobile devices, as has also been argued (Tur and Camacho, 2012).

2 3. Mobile technology for creative learning There is a wide range of definitions of creativity but the underlying concept in this study is based on one that fosters process-orientated and student-centred learning (Buchem, Jahnke, Pachler, 2013) which are also suitable for the eportfolio approach. So, in this sense, creativity is understood as the above mentioned authors conceptualised it in previous research, and mainly based on the conceptions that consider it as the creation of something new, in an activity which is social and collaborative since it consists of interacting and sharing ideas and artefacts (Fischer, 2011; Jahnke 2011). However, as constructing one’s own learning means being able not only to repeat and copy but to create, creativity is also considered as an internal factor in which the learners are driven to think for themselves instead of merely using patterns and routines (Jahnke, 2011). The article will try to address briefly how creativity is enhanced by the possibility of ubiquitous documentation of learning. 4. The study 4.1. Context: the mportfolio project in Teacher Education An eportfolio project is being developed, based on Web 2.0 tools at the Ibiza branch of the University of the Balearic Islands. The ecology of eportfolios is based on Blogger and Google: Blogger for the construction of the networked self, according to Cambridge (2009, 2010); Google Sites for the construction of the symphonic self, (Cambridge, 2009, 2010). Blogs used to construct eportfolios have been gathered on a site as a netfolio, as coined by Barbera (2009). Mobile technology for learning has been introduced as a non-compulsory component in the eportfolio design we are developing. We encourage our students to transfer their sociocultural usage of their own mobile technology, following Pachler, Bachmair and Cook (2010), into their portfolio processes. As the University cannot provide the mobile devices, students can choose whether or not to integrate their mobile technology or not into their portfolio processes. 4.2. Methodology The current research is aimed at exploration and so is focused on understanding the educational challenge raised by the introduction of mobile technology in eportfolio processes. The study is approached from a mixed paradigm as both main paradigms, qualitative and quantitative, fit our study at some stage, which is something usual in educational research as claimed by Curtis, Murphy and Shields (2014). Therefore, a mixed methodology is used in this study, as it attempts to ascertain student teachers’ perceptions through the collection of quantitative data. So, the study employed qualitative methods of data collection since it was concerned with the participants’ perspective (Cohen, Manion, & Morrison, 2007) and the instrument used was the questionnaire. 4.3. Research questions The research questions are the following:

a. How can mobile technology foster the construction of eportfolios? b. Will students develop a positive attitude towards mobile technology in education and in eportfolio? To answer these questions, some topics are explored through the questionnaire built for the study. a. Student teachers’ use of their own mobile technology for the construction of their eportfolios b. Creativity enhancement through the use of mobile technology c. Most portfolio processes carried out with the use of mobile technology d. Enhancement of creativity e. Student teachers’ attitude towards mobile technology in their future teaching 4.4. The sample The sample consists of 67 students, eight male and twenty-seven female. All members of the groups answered the ten questions on general perceptions about learning and teaching with mobile technology and the usage of mobile technology. However, only 56 participants were in a position to answer the other six questions about their own usage of mobile technology in eportfolio processes. 4.5. The instrument The questionnaire is the instrument chosen for data collection as it can facilitate “straightforward analysis” (Curtis, Murphy and Shields, 2014, 106). A questionnaire of sixteen questions was formulated and validated by experts to assess student perceptions of mobile technology in education, for the construction of learning portfolios and the creativity developed. The answers are based on a closed scale that ranges from “a lot” to “not at all” with two intermediate options, “quite a lot” and “a little”. The possibility of no answer was also given to students. The questionnaire is built as a Likert scale, which is useful to know about “perceptions, emotions and feelings” (Curtis, Murphy and Shields, 2014, 108). 4.6. Findings and discussion The results of students’ answers, expressed in percentages, will be shown in tables and commented in order to understand student perceptions and will also be compared with the data obtained in previous research. 5. Conclusion This model seems interesting as it offers a pedagogical approach to go beyond the use of mobile technology for the delivery of content and explores its possibilities for reflective and high level cognitive skills as well as for creative learning. The conclusions will offer some figures that summarize the affordances of mobile devices in the construction of eportfolios, based on both the theoretical approach and data collected through a questionnaire. Also conclusions will argue the implications for educational practice.

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