Experiential learning assessment using v logs & digital storytelling
- 1. Accelerating the Credential Impact of Experiential Learning AAEEBL Conference, July 2014 Boston, MA Christine C. Geith Assistant Provost & Executive Director & Bill Heinrich Research Specialist MSU Global
- 2. Overview • Framework • Assessment project • Accelerating Credential
- 4. High Impact Practices • First-Year Seminars and Experiences, • Common Intellectual Experiences, • Learning Communities, • Writing-Intensive Courses, • Collaborative Assignments and Projects, • Undergraduate Research, • Diversity/Global Learning • Service Learning and Community-Based Learning • Internships, and • Capstone Courses and Projects Kuh, G. D. & Schneider, C. G. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. AAC&U. Washington D.C.
- 6. Definition • Intended Learning Outcomes – Intentionally taught, facilitated, & assessed • Embedded/Implicit Learning Outcomes – Learning outcomes, likely present, but unassessed at the time of the learning experience.
- 7. LEAP Essential Learning Outcomes (AAC&U) Intellectual and Practical Skills, Including • Inquiry and analysis • Critical and creative thinking • Written and oral communication • Quantitative literacy • Information literacy • Teamwork and problem solving • Practiced extensively, across the curriculum, in the context of progressively more challenging problems, projects, and standards for performance Personal and Social Responsibility, Including • Civic knowledge and engagement—local and global • Intercultural knowledge and competence • Ethical reasoning and action • Foundations and skills for lifelong learning • Anchored through active involvement with diverse communities and real-world challenges Integrative and Applied Learning, Including • Synthesis and advanced accomplishment across general and specialized studies
- 8. Assessment Challenge • Assessing for Embedded Outcomes – Identify the intended outcomes – Map the curricular links to intended outcomes – Assess for the extra outcomes • Video reflections & storytelling – See the student’s relationship to the learning context – Showcase the individual student’s voice – See affective, emotional, & integrative outcomes
- 9. Watch this Video & take notes… • What learning outcomes are being demonstrated?
- 10. Video of Student Reflections • What rubrics matter? • Why?
- 11. Accelerating Credentials • How do we leverage this additional learning? Go.
- 12. Policy and Practice Implications • Badges • Credential • Certificates • Credit • Prior Learning • ‘Fast Track’ rewards (i.e. GVSU pays students $1k to if they’re on track for a 4 year degree)
- 13. A Working Method for Assessing Embedded Learning Outcomes • 3 reflections • Feedback to students about reflections/outcomes • Storytelling with an audience • Open-Ended Learning Assessment of above – Mapped back to important standards or rubrics
- 14. Next Steps • Questions • Discussion • Contact us! Christine C. Geith geith@msu.edu Assistant Provost & Executive Director Bill Heinrich heinri19@msu.edu Research Specialist msuglobal.com www.msu.edu/global