Connecting the Dots: Integrating Learning with ePortfolios
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This document outlines a workshop focused on integrating learning through eportfolios, aiming to enhance students' ability to connect diverse experiences and knowledge. It discusses the concept of integrative learning, the purpose of eportfolios, and emphasizes reflection as a tool for personal and academic growth. The document also presents examples of how to implement eportfolios in educational settings, highlighting their role in fostering coherence and self-understanding among students.
Connecting the Dots: Integrating Learning with ePortfolios
- 1. Connecting the Dots On your worksheet, brainstorm as many disparate elements of your students’ experience as you can. Activity before we get started
- 2. Integrating Learning with ePortfolios Laurie Poklop, Ed.D. Gail Matthews-DeNatale, Ph.D. College of Professional Studies Faculty Development Workshop March 2014
- 3. Questions for this workshop • What do we want students to integrate? • What is integrative learning? • What are eportfolios? • What does one have to do with the other? • What does integration look like?
- 4. Connecting the Dots Now, draw lines to show elements you would like students to connect. Activity Follow Through
- 7. Definitions • “…learning should be greater than the sum of its parts.” • “…the capacity to connect…discovery and creativity, integrating and interpreting knowledge from different disciplines, applying knowledge through real world engagements, communicating with the public.” • “… taking account of different dimensions of a problem, seeing it from different perspectives, and making conceptual links among those dimensions and perspectives.” from Mary Taylor Huber & Pat Hutchings (2004). Integrative learning: Mapping the terrain. The Carnegie Foundation for the Advancement of Teaching and Association of American College and Universities.
- 8. What is an eportfolio? Portfolio: a purposeful collection of student work, selected to demonstrate learning process and/or achievement, that includes reflection by the student on the meaning of the work ePortfolio: a web-based portfolio than enables students to: compile multiple formats of digital artifacts, including multiple media; create links and non-linear paths through work; share their work with a broad audience (or control access)
- 9. Purpose/Type of ePortfolio Student ePort Employment Developmental PDP Reflective Project Showcase Case Study Collaborative
- 13. Perspectives on ePortfolios and Integrative Learning
- 14. Folio Thinking: Helen Chen “…the reflective practice of creating learning portfolios for the purpose of creating coherence and making meaning.” (Chen, H., 2004)
- 15. Fragmented intellectual experience of students due to: Structured opportunities to create learning portfolios and reflect on learning experiences to enable students to: Stanford Center for Design Research • Lack of curricular coherence • Increasing demands of information rich environment • Growing importance of out- of-class learning • Integrate and synthesize learning • Enhance self-understanding • Make deliberate choices about learning path • Develop an intellectual identity (Chen, H., 2004) PROBLEM RESPONSE
- 16. Central ideas in folio thinking • Reflecting on growth of knowledge and capabilities over time • Intentionally providing time for students to document process of learning, not just product • Enabling students to authentically represent their learning in a way that makes sense to them, and thus take responsibility for learning (Penny Light, T., Chen, H., & Ittelson, J, 2012)
- 17. Integrative Knowledge: Melissa Peet “….the ability to connect and apply fragmented pieces of information, knowledge, and skills.” “…a critical capacity for professional success, communication with the public, and participation in, or leadership of, organizations and institutions.”
- 18. Integrative Knowledge Portfolio Process™ (Peet, M., n.d., p. 8)
- 20. Integrative Knowledge: C2L Catalyst “….the ability and disposition to make connections between ideas and experiences, and to apply them to new learning situations within and beyond campus.”
- 22. C2L Integrative Practice Examples Manhattanville: Examining the Mission Exercise LaGuardia: Hiring/Promotion Committee Simulation San Francisco: Letter to a Future Self
- 23. Includes 200+ Practices(assignments, rubrics, syllabi, work samples) http://c2l.mcnrc.org
- 24. Key Ideas: Theoretical Perspectives • Chen: – Integration through reflection over time • Peet: – Integration through analysis of themes in learning and values/passions • Connect2Learning: – Overarching design principles for effective eportfolio practice: inquiry, reflection, integration
- 25. What Does Integration Look Like?
- 26. Honors Program
- 27. Honors ePortfolio “This digital tool is a way to integrate your Honors experience across your years on campus, reflect on the different opportunities of classroom and experiential learning afforded by your time here at Northeastern, and represent yourself and your work in a meaningful way.“ Requirements Components A minimum of 10 entries in specific categories: • Honors courses • Majors courses • Experiential learning • Capstone • First Year Reflection • Final Essay Artifacts: Work samples Annotations: 100-250 word reflective statement explaining the importance of the artifact to your personal, academic or experiential learning career. Reflections: 1st year + Final
- 29. Master of Education Program “By pursuing a Master's degree, you are in a process of -- metaphorically speaking -- writing the next chapter in the story of your life. … Your ePortfolio is designed to help you document this narrative of growth to see how parts relate to the whole. We believe it will help you improve the quality of your learning experience, both during and after your time in the program.“ Requirements Components • Learning portfolio (during) • Professional Profile • Goals • Program/Courses • Connections (e.g. work, conferences & workshops) • Showcase portfolio (capstone) • Revise, present Artifacts: Signature Assignment(s). Some build on previous core courses. Annotation: Varies according to concentration. Some are descriptive, while others elicit commentary on learning, connections, and progress. Reflection Across Concentrations: Gateway & Capstone bookends
- 31. ACTIVITY What does integrative learning look like? • Return to your connected dots from the first exercise. • Discuss with one other person what you would expect to see if students were, in fact, “connecting the dots.”
- 33. Thank You Laurie Poklop, Ed.D. l.poklop@neu.edu Gail Matthews-DeNatale, Ph.D. g.matthews-denatale@neu.edu
Editor's Notes
- #10: Define the types here