Julie Lindsay Portfolio

Fostering an Online Learning Community for the Development of Student Digital Portfolios

19TH INTERNATIONAL BACCALAUREATE ASIA PACIFIC REGIONAL
CONFERENCE, MUMBAI MARCH 2004

Research into Practice Pedagogical Implications for IB Schools

Presented by Julie Lindsay
Secondary School ICT; IBO Coordinator Homo Faber
International School Dhaka, Bangladesh
julie@lindsayonline.net or julie.lindsday@isdbd.org

Preamble
This presentation is a product of my research and study for an MA in Educational Technology Leadership through the George Washington University, Washington DC. In my new position at the International School Dhaka as ICT educator for the Secondary School I have been able to implement a unit of work that uses technology as a tool to develop a pedagogically different approach to delivering curriculum, constructing knowledge and contributing as a member of a class while working on an individual project.

Online Learning Community Slideshow [PPT]

Academic Paper [PDF]
Written October 2003 and includes a list of online resources

Links:

Abstract
In the quest for viable options for online tuition the development of an asynchronous environment that fosters interaction and a sense of community learning has become a preferred method in post secondary education. Modern computer technology has made possible a new and rich learning experience. The foundation of an online learning community lies in constructivist principles and emphasises the exchange of information and ideas so that the individual can grow as can the community. Of the many factors involved in making this structure work, particular emphasis can be put onto the need for social interaction, technology systems that are designed to respond to the needs of the students and a learning environment that is motivating and engaging. Secondary education has not been driven to embrace a totally online learning environment but can look at adopting certain strategies and techniques to enhance the development opportunities of the students.

In this presentation an online learning community is defined and the student experience at ISD in developing digital portfolios is related. As an ICT focus and as part of the school-driven adoption of the MYP portfolio concept to be included at every Grade level, the Grade 9 students have developed web-based digital portfolios using a class weblog for interactive instructional delivery, online discussion and peer evaluation as well as personal weblogs and blogging for journal processing, electronic communication and portfolio publication. The students have been able to communicate with the teacher and each other via an asynchronous bulletin board style of interface as well as using email. They have developed their online digital portfolios by following the portfolio development process of planning, collecting and selecting, reflecting, designing and evaluating their work with support from both the online and face-to-face classroom communities. The advent of weblogging has been advantageous to this project as both a vehicle for communication and as a publishing medium. The focus of this paper will be on implementing a unit of work that uses technology as a tool to develop a pedagogically different approach to constructing knowledge, developing a sense of community and encouraging interaction and collaboration.