From assessing to facilitating learning: the use of portfolios in teaching computer forensics

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From assessing to facilitating learning the use
of portfolios in teaching computer forensics

• Dr. Anastasia Konstadopoulou
• a.konstadopoulou_at_bradford.ac.uk

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Portfolios in HE

• They are used particularly for the purposes of
  developing teaching skills and reflective
  practice
• Often used to demonstrate evidence of
  achievements for summative purposes

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Portfolios in HE

• There is an increasing emphasis on the
  development of skills such as communication,
  scholarship and critical analysis ( DfES, 2003).

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Critical Thinking

• Definitions of critical thinking contain the
  following five common elements
• identifying central issues and assumptions,
• making correct inferences from data,
• deducing conclusions from data provided,
• interpreting whether conclusions are warranted,
• and evaluating evidence or authority.
• Other elements of critical thinking include
• making a statement or argument supported with
  evidence, recognizing important relationships,
• defining a problem, and
• forming relevant hypotheses

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Critical thinking abilities are defined as

• . . .a process of evaluating evidence for
  certain claims, determining whether presented
  conclusions logically follow from the evidence,
  and considering alternative explanations.
• Critical thinkers exhibit open-mindedness
  tolerance of ambiguity and a sceptical,
  questioning attitude.

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Critical Thinking

• Furthermore, it involves characteristics such as
  persistence and open-mindedness that reflect
  ones inclination to apply critical thinking
  skills.
• Sounds like a computer forensic professional!

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Importance of critical thinking

• It helps foster other important goals such as the
  development of moral and spiritual values, the
  transmission of knowledge, and the preparation of
  individuals for adult life.
• Critical thinking skills provide a purpose for
  acquiring knowledge.
• In other words, helps make the acquisition of
  knowledge more meaningful.
• It is transferable skill is applicable to most
  activities and problems we encounter.
• While subject matter knowledge may be soon
  forgotten, critical thinking ability is a long
  lasting skill.

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Teaching computer forensicsinvolves

• Discipline specific skills
• E.g. Collection and analysis of evidence
• Transferable skills
• E.g. Problem solving research and report writing
• Broader skills
• Ethics and Professionalism
• Legal environment
• Critical thinking/ practice review

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Assessing computer forensics

• One type of assessment is impossible to assess
  all elements
• Some assessment (e.g. exams) do not facilitate
  feedback
• Others (e.g. reports, presentations) focus on
  some aspects of curriculum only, such as a
  practical exercise or workshop.

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Use of portfolios in teaching computer forensics

• Critical thinking is enabled and assessed
  through
• a range of small tasks throughout the learning
  programme to ensure that participants are
  actively engaged in learning activities that can
  culminate in the final assessment.

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Use of portfolios in teaching computer forensics

• The learning portfolio enables inquiry into
  learning by the learner through integration of
  understanding from active engagement in dialogue
  and collaboration with the tutor and other
  students followed by reflection on these
  processes.
• Self-assessment becomes an integral process to
  such learning.

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Case study MSc Forensic Computing (UoB)

• The learning portfolio was used in a core module
• Encouraged students to
• identify a focus relating to professional
  practice
• collect evidence of competencies and skills
• reflect on professional and personal learning
• incorporate a relevant literature review and
• identify issues for professional practice.

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Case study MSc Forensic Computing (UoB)

• Learning tasks require dialogue, answering
  critical questions and acte as a guide to their
  reading and writing
• Shifted the focus to processes of learning, as
  well as maintaining a focus on the substance of
  their learning
• Through reflections, a teacher revisits and
  inquires into his/her own teaching, assessing
  what succeeded or failed and why. (Lyons et
  al.2002, p. 17)

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Case study MSc Forensic Computing (UoB)

• Students have to include a reflective statement
  on their learning
• For implementation, reflective practice is fitted
  into Kolbs cycle.
• In the assessment students are exhorted to be
  reflective practitioners.

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The Challenges

• Students are likely to bring with them their own
  perceptions of what a portfolio is and why it is
  used.
• Becomes essential to clarify these perceptions
• Emphasize that a learning portfolio is not simply
  a collection of evidence but is a way of coming
  to understand and record learning.
• As the learning portfolio needs to capture the
  uniqueness of the learners story there is no
  single method or structure for its writing.

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• Discussion