Eportfolios for Communication Skills and Intercultural Competence


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Keynote speech at Northeast Association for Language Learning Technology 2009, April 4, 2009, Easton, PA

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Eportfolios for Communication Skills and Intercultural Competence

  1. 1. Eportfolios for Communication Skills and Intercultural Competence Darren Cambridge Northeast Association for Language Learning Technology Easton, PA, April 4, 2009
  2. 2. European Language Portfolio • Funded by the European Union • A variety of frameworks for different national contexts and languages • Three components – Passport – Europass – Dossier – Biography
  3. 3. Passport Self-assessment of multiple dimensions of language ability according to common standards
  4. 4. ELP Biography
  5. 5. Key elements of an eportfolio Evidence of learning Dossier • Authentic • Diverse Reflection on evidence and identity Biography • Interprets change over time • Examines performance across contexts • Articulates commitments and future aspirations Assessment usingcommon conceptual Passport framework • Connects evidence and reflections to shared standards • Facilitates conversation
  6. 6. Overview • Efforts to establish conceptual frameworks and assessment methodologies • Ways of supporting reflective learning • Broadening our understanding of evidence • (A bit about eportolios and social software if there’s time)
  7. 7. Assessment
  8. 8. ACE Assessing International Initiatives • An initiative of the American Council on Education funded by the Fund for the Improvement of Post-secondary Education • Six participating institutions • Assessment using a combination of an eportfolio and a survey • Website with resources for assessment: http://tinyurl.com/aceinternational
  9. 9. Knowledge Skills Attitudes Outcomes •Understands his culture within •Uses knowledge, diverse •Appreciates the language, art, a global and comparative cultural frames of reference, religion, philosophy, and context (that is, the student and alternate perspectives to material culture of different recognizes that his culture is think critically and solve cultures. one of many diverse cultures problems. •Accepts cultural differences and that alternate perceptions •Communicates and connects and behaviors may be based in and tolerates cultural ambiguity. cultural differences). with people in other language •Demonstrates an ongoing communities in a range of •Demonstrates knowledge of settings for a variety of willingness to seek out global issues, processes, trends, purposes, developing skills in international or intercultural and systems (that is, economic each of the four modalities: opportunities. and political interdependency speaking (productive), listening among nations, environmental- (receptive), reading (receptive), cultural interaction, global and writing (productive). governance bodies, and •Uses foreign language skills nongovernmental organizations). and/or knowledge of other cultures to extend his access to •Demonstrates knowledge of information, experiences, and other cultures (including beliefs, understanding. values, perspectives, practices, and products).
  10. 10. Rubrics
  11. 11. Liberal Education for America’s Promise (LEAP) • Knowledge of Human Cultures • Personal and Social and the Physical and Natural Responsibility World – Civic knowledge and engagement—local and global – Through study in the sciences – Intercultural knowledge and and mathematics, social sciences, humanities, histories, competence languages, and the arts – Ethical reasoning and action • Intellectual and Practical Skills – Foundations and skills for – Inquiry and analysis lifelong learning • Integrative Learning – Critical and creative thinking – Written and oral – Synthesis and advanced communication accomplishment across general and specialized studies – Quantitative literacy – Information literacy – Teamwork and problem solving
  12. 12. VALUE Intercultural Rubric
  13. 13. Reflection
  14. 14. 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 emotions in professional performance • Pablo Friere, Stephen Brookfield, et. al - Critical Reflection – Questioning assumptions – Understanding and challenging domination
  15. 15. Reflection with Eportfolios • Enabling multimedia and hypertextual evidence and reflection – LSU – Stanford – LaGuardia • Scaffolding the learning process – Concordia – Kapiolani • Providing support and feedback – LRO – Skilled Immigrant ePortfolio
  16. 16. Enabling multimedia and hypertextual evidence and reflection • Communication Across the Curriculum at LSU • Stanford Learning Careers Project • LaGuardia Community College Eportfolio
  17. 17. Communication Across the Curriculum at LSU
  18. 18. • Recent immigrants and first-generation college students • Bridging home and disciplinary culture • Impact on retention, student engagement, grades • Visual design and iteration
  19. 19. Scaffolding the Reflection Process • Concordia University (Montreal) ePEARL • Kapi’olani Community College Nā Wa̒a
  20. 20. Scaffolding Self- Regulated Learning ePEARL Project Phases of Self-Regulation • Software for primary and • Forethought second school students – Goal Setting – Self-efficacy • In use in schools across • Performance Quebec and elsewhere in Canada – Self-recording • Research on use in French • Self-reflection immersion school for grades – Self-judgment 5-6 shows gains in self- – Self-reaction regulated learning attitudes and behaviors
  21. 21. Matrix Thinking at Kapi’olani • First-year courses • Six native Hawaiian values and four stages of the journey of a canoe • Research documents impact on student engagement (CCSSE) and learning strategies (LASSI)
  22. 22. Providing Support and Feedback • Learning Record Online • Skilled Immigrant ePortfolios
  23. 23. Learning Record Online • Five dimensions of learning and course goals • Observations and samples of work throughout semester • Rapid and iterative feedback through web interface • Interpretation and grade recommendations at middle and end • Midterm moderations
  24. 24. Skilled Immigrant ePortfolio • Successful and harmonious integration of immigrants • Integrating and improving access to rich and diverse resources and services that are hidden, dispersed or fragmented • Regional initiative in Quebec • Modular personal portal links services to self- representation Samantha Slade sam@percolab.com
  25. 25. A modular widget-based environment
  26. 26. Integrating Language and Culture Phase 1, Early 2009 Phase 2, Mid 2009 Phase 3, Late 2009 The Basics Workplace Integration Daily Life Language proficiency Finding employment Health Family Personal profile Health and safety Housing Experiences Performing at interviews Leisure activities Competence Local work culture Banking Conflicts in the workplace Citizenship Business networks Starting a business Team work Volunteering
  27. 27. Complicating Evidence • Link between evidence and reflection distinguishes eportfolios and other digital means for – Supporting reflective learning – Managing information about knowledge, skills, abilities and experiences • “Evidence” is the documents included in a portfolio on which the author reflects • Use of evidence in practice is more complex than the eportfolio literature often acknowledges
  28. 28. Academics as Test of Self • We intended for curricular content to be an central source of evidence and ideas and strategies, but it didn’t show up this way • Class work functioned as – A demonstration of character virtues – An experience – A goal putting aspiration towards those virtues in action
  29. 29. Characteristics of Agency • Self-authored item used as • Collaboratively authored (portfolio author and associates) evidence • Other-authored Media •Media and modality of evidence (e.g., text, audio, image, streaming video, multimedia, etc.) Purpose of Rhetorical Function • Intended (or deduced) function of the evidence (e.g., incorporating demonstrates or symbolizes) evidence Object • Evidence reflects author’s knowledge, skills, character traits, beliefs, goals, or identifications Characteristics of Sponsorship • Institutionally sponsored (curricular, co-curricular, community associated organizations, etc.) learning activity • Self-sponsored • Unsponsored Participation • Individual participation • Group activity • Larger community/associational activity
  30. 30. Matches and Mismatches • Reflective description of evidence • Content of evidence • Local – site of specific evidence use • Global – the whole portfolio • Matches and mismatches yield more sophisticated understanding and resources for supporting portfolio authors
  31. 31. Being popular matters because • It suggests intrinsic motivation, which we’d like to understand and tap. • There are social practices related to use beyond academic settings we need to take into account.
  32. 32. Fits into the open spaces of daily life • Short – Average blog post is 210.4 words – Mean length of “About Me” is 157 characters; median is 36 • Frequent – Time between last and penultimate post mean in 5 days; mode is 1 day – 60% of adults access SNS at least several times a week ; 37% access every day – Average college student logs in at least once a day • Brief – 59% of blog writers spend 1-2 hrs/wk – Average college students spends 20 minutes/day on SNS
  33. 33. Database Lowers Transaction Costs • Data collection – Unstructured – “firstly, a dataset, a list of things” (Jarrett 2004) • Interface – Provides structure; guide’s the reader’s experience – Emphasis of search in blogs and SNS • Dynamic selection and arrangement vs. • Interface as a composition with an intentionally meaningful selection and arrangement • Number of fields completed predicts number of friends but amount of information in them does not
  34. 34. • Used by 80,000 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
  35. 35. I think it'd be difficult to separate completely, you know, who I am and what my immediate family loves are versus just me as a professional educator and nurse. … I am not someone who's isolated to the world of professional nursing education. I also have conflicting, or competing maybe, obligations within my life that I need to balance, just as students do and other professionals do, and I think that that's a good thing, to show … people that are reading my sites, I have other obligations in my life, and I manage to hopefully balance them all and be able to perform to the best of my ability in all those domains.
  36. 36. Network Self Creating intentional connections Symphonic Self Achieving integrity of the whole