Electronic Portfolio Learning in Layers Insights for Rhetoric and Composition about Reflective Learning, Integrative Learning, and General Education Outcomes from the Inter/National Coalition for Electronic Portfolio Research CCCC April 5, 2008, New Orleans, LA

Presenters Darren Cambridge, George Mason University [email_address] Barbara Cambridge, NCTE [email_address] Judith Kirkpatrick, Kapi’olani Community College [email_address] Karen Druffle, Framingham State University [email_address]

Darren Cambridge, George Mason University [email_address]

Barbara Cambridge, NCTE [email_address]

Judith Kirkpatrick, Kapi’olani Community College [email_address]

Karen Druffle, Framingham State University [email_address]

Developmental Progress Promoted by Eportfolio Learning (Alverno College) concrete and narrow to complex and interpretive focus on the outcome to probing the meaning of the outcome personal narrative to seeing self in a wider context

concrete and narrow to complex and

interpretive

focus on the outcome to probing the meaning

of the outcome

personal narrative to seeing self in a

wider context

Coalition Process and Progress about Reflection in Eportfolios Questions about reflection Single artifact Artifact-in-local-context Reflection in wider context Moving to kinds of reflective artifacts

Questions about reflection

Single artifact

Artifact-in-local-context

Reflection in wider context

Moving to kinds of reflective artifacts

Context Reflection always happens in context. Contexts that connect with students are more likely to engage them in portfolio learning.

Reflection always happens in context.

Contexts that connect with students are more likely to engage them in portfolio learning.

Portfolio Structures Portfolio structures signal what is important. One reason is that the structure shapes the reflection. When students create their own structures, linking personal connections to curricular aims, they can demonstrate pattern marking that is a characteristic of expertise.

Portfolio structures signal what is important.

One reason is that the structure shapes the reflection.

When students create their own structures, linking personal connections to curricular aims, they can demonstrate pattern marking that is a characteristic of expertise.

Structures of Reflection The structures of reflection warrant further study. Ex: Images Maps Developmental frameworks

The structures of reflection warrant further study. Ex:

Images

Maps

Developmental frameworks

Networked and Symphonic Selves Darren Cambridge George Mason University

Network Self Creating intentional connections Symphonic Self Achieving integrity of the whole

Network Self

Creating intentional connections

Symphonic Self

Achieving integrity of the whole

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 between relationships Theory, story, interpretation, map ePortfolio systems, Web 1.0

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 between relationships

Theory, story, interpretation, map

ePortfolio systems, Web 1.0

Folio Thinking at Stanford Folio thinking: learning principles and processes associated with portfolios Reflective “Idealogs” composed throughout the semester Wikis and blogs

Folio thinking: learning principles and processes associated with portfolios

Reflective “Idealogs” composed throughout the semester

Wikis and blogs

Folio Thinking at Wolverhampton Julie Hughes’ students in classroom placements at Wolverhampton Community of practice through blogging “ Everyday theorizing”

Julie Hughes’ students in classroom placements at Wolverhampton

Community of practice through blogging

“ Everyday theorizing”

Matrix Thinking at IUPUI English capstone course General education outcomes and contexts for learning Impact on sophistication of reflection

English capstone course

General education outcomes and contexts for learning

Impact on sophistication of reflection

Matrix Thinking at Kapi’olani First-year courses Six native Hawaiian values and four stages of the journey of a canoe Impact on student engagement and learning strategies

First-year courses

Six native Hawaiian values and four stages of the journey of a canoe

Impact on student engagement and learning strategies

Linking/Thinking at Clemson Psychology undergraduate research program Complexity of arrangement mirrors sophistication of disciplinary and professional identity

Psychology undergraduate research program

Complexity of arrangement mirrors sophistication of disciplinary and professional identity

Studios at LaGuardia Bridging home and discipli nary culture Impact on retention, student engagement, grades Portfolio studios Iteration Visual design Washington Virginia Tech

Bridging home and discipli nary culture

Impact on retention, student engagement, grades

Portfolio studios

Iteration

Visual design

Washington

Virginia Tech

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 early Fall 2008

Collection of 24 chapters detailing research from cohorts I, II, and III of the Coalition

Forthcoming from Stylus in early Fall 2008