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Reflection, Integration, Identity, and Institutional Change

Reflection, Integration, Identity, and Institutional Change



Presentation on the Inter/National Coalition for Electronic Portfolio Research's first seven years at AAEEBL, Boston, MA, July 21, 2010

Presentation on the Inter/National Coalition for Electronic Portfolio Research's first seven years at AAEEBL, Boston, MA, July 21, 2010



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  • Intercultural knowledge and competence – VALUE = authentic assessment of individual artifacts, often hard to apply to whole portfolio, but some rubrics seems to require one for meaningful judgement
  • Videos to show: 1st Judge SimmonsNew videos from the bloggers, part 2

Reflection, Integration, Identity, and Institutional Change Reflection, Integration, Identity, and Institutional Change Presentation Transcript

  • Reflection, Integration, Identity, and Institutional Change: Lessons for Seven Years of the Inter/National Coalition for Electronic Portfolio Research
    Barbara Cambridge, NCTE
    Kathleen Blake Yancey, Florida State
    Darren Cambridge, George Mason
    AAEEBL, Boston, July 21, 2010
  • Context, Results, and Future Directions
    Barbara – Contextualizing the Inter/National Coalition for Electronic Portfolio Research
    Kathi – Selected Findings
    Darren – Future directions
  • Contextualizing the Inter/National Coalition for Electronic Portfolio Research
  • Three premises of the I/NCEPR
    Building social capital is essential for change.
    Intermediaries are essential to explain the local.
    Defining the “non-negotiable core” is essential for the future of eportfolios.
  • Building Social Capital is Essential for Change
    Bonding social capital
    Institutional research teams
    Bridging social capital
    Cohort of multiple teams
    Network for cohorts
    International members of a cohort
    Potential expanded membership
  • Intermediaries are Essential to Explain the Local
    “The strongest theme that emerged form each group was that research—whether scientifically based or best practices—must be viewed in relation to the local context.”W. T. Gates Foundation Report, 2010
  • Designed inquiry emerging from a local question and leading to findings shared with a wider audience exemplifies the scholarship of teaching and learning
  • Educational capital is “the progressive accumulation, in forms usable by educators, to validate experience and knowledge about successful educational ideas and strategies”
    Intermediaries, a category of knowledge builders, “can offer the stability, expert depth, and field-wide research to make assembling and circulating elements of educational capital a signal contribution to their constituents.”
    Ray Bachetti and Tom Ehrlich, Reconnecting Education and Foundations, 2007, p. 23, 43
  • “Both the research literature and the participants identified the importance of intermediaries and trusted individuals to increase communication between policy makers and practitioners.”
    “All participants in the study seldom, if ever, go to reports of research findings. They almost always seek research indirectly through intermediaries and translators.”
    W. T. Grant Foundation report, 2010
  • I/NCEPR as Intermediary
    Critical friend exercises
    Synthesizing and recirculating
    Ten-page reports
    Need for interpretation for policy makers
  • Defining the “Non-Negotiable Core” is Essential for the Future of Eportfolios
    Are there certain features of eportfolios, eportfolio practice, and/or assessment of eportfolios that must be present to justify the name eportfolio?
    Cohort VI will take up a common research question about the special capacities of eportfolios for assessment
  • (Selected) Findings from the Inter/National
    Coaltion for Electronic
  • The Power of Collective Expertise
    • Common question played across different sites
    • The rhythm of the questioning
    • The importance of documenting practice
    • The role of inquiry and the willingness
    to engage in it
    • The importance of connecting the question and its results with larger sets of data
  • Beginning/Continuing Questions
    What difference, if any, do eportfolios make in student engagement?
    What difference, if any, do eportfolios make in student retention?
    How can/do we define reflection?
    How can/should we “assign” reflection?
    What is the relationship between eportfolios and institutional cultures?
  • On virtually every question, students in these ePortfolio-intensive courses tended to score higher in engagement than the collegewide reported by the LaGuardia Office of Institutional Research. For example, on one critical thinking-related question--Question 5a from the 2005-6 survey: “How much has your coursework emphasized synthesizing and organizing ideas, information, and or experiences in new ways?”--the collegewide mean is 2.85 (a substantial .18 points above the national mean of 2.67). The mean for students in ePortfolio courses was 3.12, an additional .27 points higher than the already positive college mean. The pattern was similar for questions about writing, effort, technology and classroom collaboration.
    The six questions that were significantly more positive than national and local benchmarks addressed the use of values, critical thinking, writing, teamwork, and a level of engagement. [In addition] Students’ spontaneous, open-ended comments in the survey support our hypothesis that working on the ePortfolio with the values approach is leading students to engage more deeply in their learning, to mention the values in their reflections, and to relate the values to their understanding of their learning.
  • Retention data is similarly positive. For example, analysis of the transcripts of a sample of nearly 2,000 students in ePortfolio-intensive courses in 2005-6 showed an average one-semester return rate that is 5.6 percentage points higher than the college average.
    “Not only did I gain technical skills, but I learned how to express myself as a student. The different sections of my ePortfolio made me realize important things about how I see myself starting at LaGuardia, how I see myself now and in my future. My experience with ePortfolio at LaGuardia has made me see more of who I want to be.”
  • Seton Hall’s contribution to this line of research is to focus on the use of the eportfolio as a site for students’ recording and reflecting upon non-cognitive traits, specifically five such traits, including familial support for success in college and social integration during students’ first year. The intent in this eportfolio project, then, is to foster the development of these non-cognitive factors so that students stay in school. Initial data from this project show two important outcomes: (1) that scoring guides keyed to these traits can be developed and applied to eportfolios and (2) that students who score well on such traits are in fact more likely to stay in school.
  • Implications for Practice:
    Waterloo and Sheffield Hallam
    Learning to reflect is a key skill that needs to be scaffolded at key points in the course in a way in which students are clear about the purpose of reflection, and through which the linguistic mean, and technical knowhow are achieved.
    • Sharing private thoughts in public spheres
    • PD in ways to promote reflection and assess reflective practice
    • Reflection and reflective practice should be built in at the course design stage. Where this is not possible courses should beredesigned.
  • Reflection and Genre
    Under what conditions do low-stakes
    portfolios generated for programmatic
    assessment support student learning?
    What is the relationship between reflection
    and argument in portfolio cover essays?
    “In many ways, our research method highlights the concepts of process and reflection that we now seek to investigate in student portfolios.”
  • ePortfolios and Threshold Concepts
    The Role of Purpose
    The Role of Learning Activity Design
    The Role of Processes
    The Role of Ownership
    The Disruptive Nature of ePortfolios
  • (Selected) Findings from the Inter/National
    Coaltion for Electronic
    Cambridge, Cambridge, and Yancey, eds. Electronic Portfolios 2.0.
    Washington, DC: Stylus. 2009.
    Joyes, Gray, and Hartnell-Young, “Effective Practice with E-Portfolios.”
    Australasian Journal of Educational Technology 26.1 (2010): 15-27.
  • Future Directions for the Inter/National Coalition for Electronic Portfolio Research
  • Possible Future Research Focuses
    Assessment that capitalizes on the distinctive features of eportfolios
    From individual to collective self-representation
    Eportfolios in medical education
    Longitudinal impact of eportfolio practice
    Methodology for reading across local research
  • University of Cincinnati
    Comparison of rubric-based assessments of work from eportfolios and CLAP scores
    Generative patterns of similarity and difference
    Through sharing work in progress, realized that their results were about authentic assessment of samples of work, not assessment of eportfolios as such
  • Beyond VALUE
    VALUE provides a powerful set of metarubrics for conversations about liberal learning grounded in authentic evidence
    Metarubrics designed for authentic assessment of individual samples of work rather than portfolios
    Little attention to reflection, diversity of evidence, and the digital and networked medium
  • VALUE Intercultural Rubric
  • From individual to collective
    The eportfolio is strongly associated with an individualist perspective
    Eportfolios can also have value as collective represtations
    Demonstrated by the Urban Universities Portfolio Project
    Social media enable new collectivist designs
  • Eportfolios in Medical Education
    Fast, international uptake of eportfolios
    Existing tradition of reflective practice
    Experiential learning with both cognitive and affective dimensions
    Could provide a model for other professions and for developing practical reasoning more generally
    Challenges of access and cost shared with higher education and illuminated by international dialogue
  • Longitudinal Impact of Eportfolios
    Lifelong learning a ubiquitous goal of eportfolio projects, but little existing research beyond the original context of the project
    Do graduates continue to use eportfolios after leaving the institution and, if so, how?
    Are there habits of mind instilled through eportfolio practice that persist and continue to develop?
    How does eportfolios practices transfer between educational levels and settings?
  • A meta-research topic
    Can we systematize the way we read across multiple local research projects to draw more general conclusions?
    Can we find more effective ways to translate those results-in-coalition for broader audiences, such as policy makers?
  • Electronic Portfolios 2.0: Emergent Findings and Shared Questions
    Collection of 24 chapters detailing research from cohorts I, II, and III of the Coalition
    Published by Stylus in 2009
  • Coalition website: ncepr.org
    Member campuses with project descriptions
    Final reports from Cohorts I-IV
    Slides at ncepr.org/darren