Electronic Portfolio Learning in Layers

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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, a presentation at CCCC 2008, April 5, 2008, New Orleans, LA

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Electronic Portfolio Learning in Layers

  1. 1. 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
  2. 2. Presenters <ul><li>Darren Cambridge, George Mason University [email_address] </li></ul><ul><li>Barbara Cambridge, NCTE [email_address] </li></ul><ul><li>Judith Kirkpatrick, Kapi’olani Community College [email_address] </li></ul><ul><li>Karen Druffle, Framingham State University [email_address] </li></ul>
  3. 3. Developmental Progress Promoted by Eportfolio Learning (Alverno College) <ul><li>concrete and narrow to complex and </li></ul><ul><li>interpretive </li></ul><ul><li>focus on the outcome to probing the meaning </li></ul><ul><li>of the outcome </li></ul><ul><li>personal narrative to seeing self in a </li></ul><ul><li>wider context </li></ul>
  4. 4. Coalition Process and Progress about Reflection in Eportfolios <ul><li>Questions about reflection </li></ul><ul><li>Single artifact </li></ul><ul><li>Artifact-in-local-context </li></ul><ul><li>Reflection in wider context </li></ul><ul><li>Moving to kinds of reflective artifacts </li></ul>
  5. 5. Context <ul><li>Reflection always happens in context. </li></ul><ul><li>Contexts that connect with students are more likely to engage them in portfolio learning. </li></ul>
  6. 6. Portfolio Structures <ul><li>Portfolio structures signal what is important. </li></ul><ul><li>One reason is that the structure shapes the reflection. </li></ul><ul><li>When students create their own structures, linking personal connections to curricular aims, they can demonstrate pattern marking that is a characteristic of expertise. </li></ul>
  7. 7. Structures of Reflection <ul><li>The structures of reflection warrant further study. Ex: </li></ul><ul><ul><li>Images </li></ul></ul><ul><ul><li>Maps </li></ul></ul><ul><ul><li>Developmental frameworks </li></ul></ul>
  8. 8. Networked and Symphonic Selves Darren Cambridge George Mason University
  9. 9. <ul><li>Network Self </li></ul><ul><li>Creating intentional connections </li></ul><ul><li>Symphonic Self </li></ul><ul><ul><li>Achieving integrity of the whole </li></ul></ul>
  10. 10. <ul><li>Networked </li></ul><ul><li>Play, emergence, entrepreneurialism, flexibility, agility </li></ul><ul><li>Ease, speed, low-cost integration </li></ul><ul><li>Aggregation, association </li></ul><ul><li>Relationships </li></ul><ul><li>Collection, list, link, snapshot </li></ul><ul><li>Web 2.0 and social software </li></ul><ul><li>Symphonic </li></ul><ul><li>Integrity, commitment, intellectual engagement, balance </li></ul><ul><li>Time, effort, high cost integration (author, context, audience) </li></ul><ul><li>Synthesis, symphony </li></ul><ul><li>Relationships between relationships </li></ul><ul><li>Theory, story, interpretation, map </li></ul><ul><li>ePortfolio systems, Web 1.0 </li></ul>
  11. 11. Folio Thinking at Stanford <ul><li>Folio thinking: learning principles and processes associated with portfolios </li></ul><ul><li>Reflective “Idealogs” composed throughout the semester </li></ul><ul><li>Wikis and blogs </li></ul>
  12. 12. Folio Thinking at Wolverhampton <ul><li>Julie Hughes’ students in classroom placements at Wolverhampton </li></ul><ul><li>Community of practice through blogging </li></ul><ul><li>“ Everyday theorizing” </li></ul>
  13. 13. Matrix Thinking at IUPUI <ul><li>English capstone course </li></ul><ul><li>General education outcomes and contexts for learning </li></ul><ul><li>Impact on sophistication of reflection </li></ul>
  14. 14. Matrix Thinking at Kapi’olani <ul><li>First-year courses </li></ul><ul><li>Six native Hawaiian values and four stages of the journey of a canoe </li></ul><ul><li>Impact on student engagement and learning strategies </li></ul>
  15. 16. Linking/Thinking at Clemson <ul><li>Psychology undergraduate research program </li></ul><ul><li>Complexity of arrangement mirrors sophistication of disciplinary and professional identity </li></ul>
  16. 18. Studios at LaGuardia <ul><li>Bridging home and discipli nary culture </li></ul><ul><li>Impact on retention, student engagement, grades </li></ul><ul><li>Portfolio studios </li></ul><ul><li>Iteration </li></ul><ul><li>Visual design </li></ul><ul><ul><li>Washington </li></ul></ul><ul><ul><li>Virginia Tech </li></ul></ul>
  17. 19. Electronic Portfolios 2.0: Emergent Findings and Shared Questions <ul><li>Collection of 24 chapters detailing research from cohorts I, II, and III of the Coalition </li></ul><ul><li>Forthcoming from Stylus in early Fall 2008 </li></ul>

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