Hager tep

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Presentation on blogging and eportfolios

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  • Gardner Campbells’ mother ship, fostering collaborative spaces to promote digital citizenship and participatory culture/building the infrastructure of the arts and culture sector through education, practice, and research.

    Start with out hub, based on the WPMU platform, mission

    The goal of the Arts & Administration Blog is: To implement a comprehensive learning system that serves as a hub for the generation of dynamic learning communities between faculty, students, and professionals; integrates demonstrations of excellence in academic objectives, community engagement, and leadership; and fulfills the mission of department.
  • Mission of the department
  • Bring together faculty, students, courses, alumns, professional and student networks, resources, etc in a dynamic community,. Connect curricular and co-curricular learning through fostering connections between theory and pracitce and make the generation of knowledge visible, explicit, and dynamic
  • So, we being with eportfolios

    Connects professional development with academic and career advancement
    Promotes critical thinking and deep thinking
    Fosters interdisciplinary connections
    Practices habits of mind for 21st century work place
    Rehearsal for essential skill sets in 21st cultural economy

    Generally two types:
    Showcase
    Learning

    Generally 3 functions
    To demonstrate learning and achievement over time – documents growth and provides evidence for skills and knowledge
    To showcase accomlishments
    For assessment
  • Started with showcase eports
    Received an ed tech grant which provided faculty release tim (Nancy came in at that time), GTFs and tutors, conducted program evaluation and were constantly able to improve our infrastructure and build on open source platform for engaging our eportfolios
  • Showcase eports
  • Europe
    Lifelong eportfolio for every citizen
    Digital age for middle school students
    Digital transcript
  • Video?
  • Funding from the VP to participate in
  • Research other universities using eportfolios and eventually ended up deciding on the WPMU system
  • Ufolio test case
  • Examples of arts blog sites

    Questions we had to address
  • Blogging platform, bringing the blogs together
    Semaless portability between social media tools and applications, open forums, selective collaborative spaces, and fully private archives
  • Much more robust than I thought it would be
  • In aad faculty and students are using it in different ways
  • Training and tutors
    Faculty voluntarily
  • Privacy is a non-issue
  • Forcing us into conversations about learning outcomes, dols, across the curriculum, how we assess, and how connect to movement in the fields of the arts and in higher education – vision for the future
  • As Gardner referred to as digital citizenship –
    LEAP_ Liberal Education and America’s Promise
    Moving into undergraduate
  • Hager tep

    1. 1. This is where we are….
    2. 2. WE EDUCATE CULTURAL SECTOR LEADERS AND PARTICIPANTS TO MAKE A DIFFERENCE IN COMMUNITIES. The Arts and Administration Program at the University of Oregon informs cultural sector administration, policy, research, and education. We prepare and inspire cultural leaders based on the belief that they must be familiar with the social, economic, environmental, political, technical and ethical contexts in which arts and culture flourish.
    3. 3. “aggregating” our work…..
    4. 4. What is an eportfolio? WHAT IS AN EPORTFOLIO? An eportfolio is an electronic collection of evidence that shows your learning journey over time. Portfolios can relate to specific academic fields or your lifelong learning. Evidence may include writing samples, photos, videos, research projects, observations by mentors and peers, and/or reflective thinking. The key aspect of an eportfolio is your reflection on the evidence, such as why it was chosen and what you learned from the process of developing your eportfolio. Adapted from Philippa Butler’s “Review of the Literature on Portfolios and Eportfolios” (2006), page
    5. 5. 2005-2007 ePortfolios enhances linkages between professional preparation, academic coursework, and technological applications by supporting students, courses, and project advancement through tutoring, project evaluation, and inter-departmental collaboration. This is where we were….
    6. 6. Showcase eportfolios
    7. 7. PODS (professional outreach and development for students) and AAD eportfolios
    8. 8. Other universities
    9. 9. Ufolio Architecture Business Center for Advanced Technology in Education Arts and Administration
    10. 10. Why social media? Weblogs as personal learning spaces, professional web spaces, and communication tool
    11. 11. Pedagogy and Applied Technology • 21st century skills development Learning Objectives • Curricular and co- curricular interdisciplinary learning and teaching Pedagogy • Embedding technology use and application for lifelong learning and demonstrations of learning Technology
    12. 12. WPMU in AAD 2009
    13. 13. Ufolio planting a thousand flowers
    14. 14. Fostering a dynamic learning community
    15. 15. learning eportfolio requirements Professional home page – about, professional statement, bio, navigation Program learning Objectives –two year academic plan and overall learning objectives Course objectives, artifacts, reflections; how each course contributes to overall learning objectives Professional practice – internship, practicum Research
    16. 16. • Student Learning Objective Statement For each course, students will state their learning objectives, and provide evidence and reflections on the process and the final product. At quarterly advising sessions, students will show these updates on their learning eportfolio blogs. • Final Project/Evidence: Consists of the project document, if applicable, and if possible, a visual component of either the project or the process. This is likely to take the form of a picture (such as a screenshot, cover page, presentations, etc), process document (first iteration), early blog entry, etc. But it could also be a video, or other. This will likely take the form of a pdf or word document of their final research paper or project for the course, which will be attached to their course page. • Reflections: Along with the evidence, student should provide narrative on the following: Objectives of project; what did you do? Describe and interpret - How did you create it? How did your thinking change as a result? Tagged by curriculum component, course, learning objectives….
    17. 17. By developing our ePortfolios in AAD, and sharing our learning, resources, and research with a broad audience in an accessible and open fashion, we are putting social capital development into practice through a transmedia platform.
    18. 18. instructional blogs and student learning eportfolios
    19. 19. CHALLENGES semantics…. faculty engagement…. curriculum mapping….
    20. 20. assessments…. learning outcomes eportfolios undergraduate/graduate
    21. 21. Future thinking: ePortfolios as compass through 21st century liberal education Fostering a facile interplay between virtual and embodied spaces Digital Commons and communities of practice Engaged learners Digital Identity/digital citizenship

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