Dr. Paul Leslie

Dr. Paul Leslie

This presentation has been created for the public defense of my thesis, entitled, "Narratives of Learning: The Portfolio Approach".



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Narratives of Learning by Paul Leslie is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

On May 28th, 2015, the Al Darary Kindergarten held workshop for teachers on teaching methods. Prior to the workshop, while visiting the school to observe students we had placed there, I ran into a former student of mine who was now a teacher at the school. 

She told me about the conference they were planning and on behalf of the Sharjah Education Program, I volunteered to coordinate some of our faculty and our Mobile Learning Unit to visit the school and participate in the conference.

In the end, I was able to bring the Mobile Learning Unit and secure the cooperation of three of our faculty to present workshops with me:

The conference proved to be a successful test of my initiative to create community workshops that can be reused and tailored to take advantage of the Mobile Learning Unit.


In May of 2015, the Sharjah Education program was asked to prepare and deliver a series of workshops to the Umm Al Quwain Education Zone. I accepted the request on behalf of the program and recruited a number of faculty to assist with the project.

Click here to see the original help page as designed in the Sharjah Mahara Portfolio Platform, that I managed during my time there. The page has been copied from the site for effect and so some of the features do not work as originally designed.

 The workshops were delivered to the UAQ Education zone using the iPads on Wheels Mobile Learning Unit.

mahara swc

Published: Professional Portfolios to Demonstrate ‘Artful Competency’

e-Journal of Business Education & Scholarship of Teaching Vol. 8, Iss. 2, 2014, pp: 112-122. ”http://www.ejbest.org

Paul Leslie Faculty of Education / Educational Technology, Sharjah Higher Colleges


A complaint of, and about, professionals is that they often have no way of "accounting for the artful competence" (Schon, 1983: 19) displayed in their daily work. A portfolio approach to learning (Leslie, 2012) offers educational practitioners processes through which to both demonstrate professional competencies and continue to learn from their own work. This study uses observations, surveys and interviews with teacherparticipants from a six-month project in a primary school in the UAE. It examines how the teachers begin to employ a portfolio approach in their own practice to transform the traditional portfolio into an experiential, lifelong learning process. Findings discuss how the teachers developed a greater sense of community, a range of associated skills, and allowed stakeholders including supervisors to play a much greater role in the skills development of the teachers.

Keywords: Professional portfolio; competencies; experiential; lifelong JEL

Classification: A22 ; I21 PsycINFO Classification: 3560 FoR Code: 1303; 1599 ERA Journal ID#: 35696 


Saturday, 13 June 2015 20:03

Video: How to Navigate the Portfolio Site

I have finished the Harvard Graduate School of Education Online course:

Making Thinking Visible: (Click for certificate).


This course has been highly influential for me over the last few months. As you will (or already have) notice, I have made several posts about this topic. I was struck by how closely it fits into and supports the portfolio approach to teaching and learning. 

By making our thinking visible to our community, we can both teacher and learn more clearly.

Wednesday, 10 June 2015 03:08

Statement of Research Interests

Education is a community affair. My Philosophy of Education informs my research on the scholarship of teaching and learning involving the social construction of knowledge. Over the past few years I have published articles on blogging as student activity, discussion boards for assessment, and the use of portfolios for teaching and learning activities. A complete list is provided above.

Research Focus: I am currently exploring two related concepts. Students often struggle to make conceptual connections across courses and units of study. So, as advisor, I am exploring the notion of idea management (http://tinyurl.com/gmh9n9b ) through the use of portfolios and new media to support reflective processes for individual learners and practitioners. I am also exploring the use of rubrics as teaching and learning tools and not just as assessment tools.

I am also working with a number of teaching faculty to explore the use of cloud storage and synchronous editing tools to support academic inquiry within the classroom. Much of my research revolves around the notion of, “Narratives of Learning”. As McLuhan tells us, “the medium is the message”.

I believe that students’ ability to make connections is enhanced through greater clarity in program level and course level outcomes. Current trends in bespoke and tailored programs use electives and cross-listed courses to offer a greater range of opportunities, which may have the effect of clouding outcomes and hence such offerings may pose conceptual issues for all stakeholders, especially students. Hence, I am investigating the use of program level outcomes to provide a more cohesive overview of programs, and on the construction of learning outcomes as tools to formulate and then drive academic inquiry in the classroom.

Ultimately, in keeping with my education philosophy, I believe that greater clarity in purpose and focus will allow more students to be successful in their endeavors.

Research Methodologies: I generally employ a participatory action research model, with an emphasis on ethnographic reviews of constructed knowledge in the form of edited documents from classroom activities, blog and discussion board posts, and teacher constructed artefacts. I have also applied quantitative analyses based on a grounded theory approach to code blog and discussion board entries in order to measure the effects of specific models of interactions. I used a similar grounded theory approach to code interviews and focus groups with students and teachers.

Research and Resources: In order to pursue my research, I have liaised with a variety of stakeholders to ensure proper resources. Required resources have included access to server space and dedicated time from IT specialists to provide technical support. I have also worked with external partners in Nova Scotia to secure funding for various research projects promoted by the program chairs for whom I was a consultant.

Perhaps the greatest resource I have secured was time allotted to local school teachers by the Ministry of Education in Sharjah and directions to spend the time with me. These resources were secured by demonstrating the application of the research to stakeholders, including students.

Paul Leslie

Wednesday, 27 May 2015 18:40

4503 - End of Semester - Poster

Reflection and Significance

We want to know that you have reflected upon your work and can see the significance of what you have achieved. This is true for much of your work, but in the case of your research poster, this is your chance to really show us what you did and what you learned.


research poster present 200

As noted, all aspects of your research are important, from the location and participants to the research methodology and literature review. However, we are really just waiting to find out what you learned and why it is important.

Pay close attention as well to the bottom element from the board notes. We want to know what you think is the value of your action research. This does not mean your findings, but rather the process of doing the research. 

We have asked you to also produce a nice short statement linking the process represented by your visual text with your action research.


Your final report must be submitted through the SharePoint Assignment dropbox. If you have appendices or other evidence that you want to include, you must scan them to pdf, or take photos and put the photos in your report.

The report is due, June 1st, at 4:00 PM.

Mapping your route

Think of this assignment as a mapping activity. Every aspect of it should map to a larger aspect of your work. See the assignment document here.


curriculum map

We should be able to follow, more or less clearly, the link from your daily activity to the weekly plan to the theme to the overall curriculum. In this manner, you can ensure that you are following a clear set of goals and meeting the needs of the various stakeholders.

Wednesday, 27 May 2015 13:25

4003 - End of Semester - Your final work

 Preliminary Research Plan

This is you r final assignment. You have already completed much of the work on which you will base your report. Since you have all finished your presentations on your action research, all that is left is for you to write your report based on our feedback to your presentation. If you do not have your feedback and presentation report, let me know.

This image is from our last class in which we discussed the concept of the action cycle in relation to your research and assignment. See the assignment document here.


action research cycle 200

The 'action' part of action research is your reaction to the results of your activities. You should try out your new idea, note how it works, and in some manner check to see the students reactions to the new activity. Did it give you results? Then you take your results and use them to edit or alter your activity to try and make it better. 

You may be comparing something. So then you need to build in cycles where you try one idea and then try the other idea. Then you will have something to compare. 

If you are trying a new idea to see if it make something better, you will need to know what results the 'regular' way of doing things has. In this manner, you can show if your new and improved idea is actually helping more than the regular or old way of doing something.

Good Luck

I will not teach you again. I wish you all the best in your new semester.

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