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Reflective Learning with E-Portfolios Mini-Institute
- 1. ePortfolios for Reflection Mini-Institute Darren Cambridge International Conference on Assessment and Retention Scottsdale, AZ June 14, 2008
- 2. Overview Models from the Inter/National Coalition for Electronic Portfolio Research Heuristics Metaphors Theories and sites of reflection Styles of integrative learning Cultural ideals for lifelong learning
- 3. Weber State General Education Portfolio A “bolt-on” institutional assessment of a selection of students Artifacts matched to outcomes and reflection on the match Verified through faculty/staff evaluation
- 5. Learning Record Online Five dimensions of learning and course goals Observations and samples of work throughout semester Interpretation and grade recommendations at middle and end Midterm moderations
- 7. George Mason Graduation Portfolio Competencies as a context for expressivity and community deliberation Several reflective essays linked to student-chosen artifacts Curricular, co-curricular, and informal evidence Built with common tools
- 9. George Mason Leadership Portfolio Semester-long, co-curricular portfolio keeping experience Three face-to-face, day-long meetings Faculty, staff, and peer mentors Students who self-identify as leaders and students who don’t, first-year to graduate student Sequenced use Open Source Portfolio tools
- 10. Beginning of Semester Expanding thinking about evidence Reflective writing in response to chosen prompts Organized around categories for social change model of leadership Hierarchical matrix
- 11. Mid-semester Reconceptualizing as leadership Organizing evidence and reflections in relationship to shared conceptual framework Matrix Thinking Matrix
- 12. End of Semester Presentation portfolio for an audience of their choice Identity, relationships, community, future directions Portfolio using template
- 13. Kapi’olani Hawaiian Values Portfolio Organized around six native Hawaiian values and four stages of the journey of a canoe Bridging home and academic cultures Matrix thinking
- 14. Kapi’olani Research Results Significant positive difference between ePortfolio students and college and national benchmarks for Student engagement Six of twelve CCSSE questions Learning strategies Eight of ten Learning Strategies and Study Skills (LASSI) categories
- 15. LaGuardia ePortfolio Recent immigrants and first-generation college students Bridging home and disciplinary culture Impact on retention, student engagement, pass rates Portfolio studios Visual design and iteration
- 16. LaGuardia CCSSE Results How much has your coursework emphasized synthesizing & organizing ideas, information, or experiences in new ways? 1 = Very Little, 2 = Some, 3= Quite a Bit, 4 = Very Much
- 17. LaGuardia ePortfolio & Retention
- 18. QUT ePortfolio Managed by Employment Service Twelve university-wide “faculties” mapped to Languages of disciplines and unites Languages of employers Short stories with evidence Part of administrative portal
- 19. Used by 60,000 residents Most active users demographically representative Use across roles suggests intrinsic motivation and lifelong learning Integration of different life roles in single representation with user control over contents and visual design key success factor
- 20. Write about … If you were a student, which model would be most appealing? Which models appeal most to you as an educator? Which best match current or anticipated practice in your classroom, program, or institution? What challenges might you anticipate if you were to build on one of these models?
- 21. Metaphors Mirror Map Sonnet - Mary Dietz (1994) Conversation piece Museum exhibit Interface Remix Digital Identity
- 22. Theories of Reflection John Dewey - Critical Thinking Tacit knowledge Rigorous analytical thinking Donald Schön - Reflective Practitioner Key to effective professional practice and human thought Reflection-in-action, Reflection-on-action David Kolb - Stages of Reflection description, analysis, judgment, planning David Boud - Linking cognitive and affective Examining feelings Pablo Friere, Stephen Brookfield, et. al - Critical Reflection Questioning assumptions Understanding and challenging domination George Hillocks, Teaching Writing as Reflective Practice
- 23. Kathleen Yancey’s Dimensions of Reflection Reflection-in-action “reviewing, projecting, revising” Constructive reflection “developing a cumulative, multi-selved, multi-vocal identity” Reflection-in-presentation “articulating the relationships between and among” creation, creator, and context of creation Reflection as conversation with artifacts, with self, with others (— Yancey, Reflection in the Writing Classroom )
- 24. Three curricula Kathleen Yancey, Reflection in the Writing Classroom
- 26. Write about … How might the metaphor(s) you use to think about ePortfolios influence the theories of reflection you value, and vice versa? What role does reflection play in your curriculum and your current or intended portfolio model? What do you see as key benefits and challenges of reflection?
- 27. Network Self Creating intentional connections Symphonic Self Achieving integrity of the whole
- 28. Networked Play, emergence, entrepreneurialism, flexibility, agility Ease, speed, low-cost integration Aggregation, association Relationships Collection, list, link, snapshot Web 2.0 and social software Symphonic Integrity, commitment, intellectual engagement, balance Time, effort, high cost integration (author, context, audience) Synthesis, symphony Relationships to and between relationships Theory, story, interpretation, map ePortfolio systems, Web 1.0
- 29. Write about … How does the way you use or anticipate using reflection and portfolios in your curriculum reflect the two styles? Is one more important than the other? How can they be coordinated?
- 30. How does the portfolio help students represent their identity as “whole human beings”? How does it invite connections with learning beyond the context of the course, discipline or institution? Consistency of values and articulation of relationship between Different spheres of life Different social roles Integrity How can the way portfolios are evaluated be defined by and involve everyone affected? How do we ensure that the information about learning that informs such decisions is broad enough to take advantage of individual differences? Decisions made through discussion that Is reasonable Is inclusive Takes into account information from all Allows for both consensus and dissent Deliberation How does the portfolio model help students articulate their self-understanding? Ownership Validation through reflexivity Creativity Articulation the inchoate self through reflection Authenticity
- 31. How does the portfolio model help students articulate their self-understanding? How can the way portfolios are evaluated be defined by and involve everyone affected? How do we ensure that the information about learning that informs such decisions is broad enough to take advantage of individual differences? How does the portfolio help students represent their identity as “whole human beings”? How does it invite connections with learning beyond the context of the course, discipline or institution? How does the way you use or anticipate using reflection and portfolios in your curriculum reflect the two styles, networked and symphonic? Is one more important than the other? How can they be coordinated? How might the metaphor(s) you use to think about ePortfolios influence the theories of reflection you value, and vice versa? What role does reflection play in your curriculum and your current or intended portfolio model? What do you see as key benefits and challenges of reflection?
- 32. Electronic Portfolios 2.0: Emergent Findings and Shared Questions Collection of 24 chapters detailing research from cohorts I, II, and III of the Coalition Forthcoming from Stylus in October 2008
- 33. Stay in touch [email_address] . edu +1-202-270-5224 For more information on the Inter/National Coalition for Electronic Portfolio Research: http: //ncepr .org/ Some of my presentations are here: http: //ncepr . org/darren/presentations .html (Email me for pre-prints of publications)