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Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
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Reflective Learning with E-Portfolios Mini-Institute

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Slides from a workshop at the International Conference on Assessment and Retention, Scottsdale, AZ, June 14, 2008.

Slides from a workshop at the International Conference on Assessment and Retention, Scottsdale, AZ, June 14, 2008.

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    • 1. ePortfolios for Reflection Mini-Institute Darren Cambridge International Conference on Assessment and Retention Scottsdale, AZ June 14, 2008
    • 2. Overview <ul><li>Models from the Inter/National Coalition for Electronic Portfolio Research </li></ul><ul><li>Heuristics </li></ul><ul><ul><li>Metaphors </li></ul></ul><ul><ul><li>Theories and sites of reflection </li></ul></ul><ul><ul><li>Styles of integrative learning </li></ul></ul><ul><ul><li>Cultural ideals for lifelong learning </li></ul></ul>
    • 3. Weber State General Education Portfolio <ul><li>A “bolt-on” institutional assessment of a selection of students </li></ul><ul><li>Artifacts matched to outcomes and reflection on the match </li></ul><ul><li>Verified through faculty/staff evaluation </li></ul>
    • 4. &nbsp;
    • 5. Learning Record Online <ul><li>Five dimensions of learning and course goals </li></ul><ul><li>Observations and samples of work throughout semester </li></ul><ul><li>Interpretation and grade recommendations at middle and end </li></ul><ul><li>Midterm moderations </li></ul>
    • 6. &nbsp;
    • 7. George Mason Graduation Portfolio <ul><li>Competencies as a context for expressivity and community deliberation </li></ul><ul><li>Several reflective essays linked to student-chosen artifacts </li></ul><ul><li>Curricular, co-curricular, and informal evidence </li></ul><ul><li>Built with common tools </li></ul>
    • 8. Stanford Learning Careers
    • 9. George Mason Leadership Portfolio <ul><li>Semester-long, co-curricular portfolio keeping experience </li></ul><ul><li>Three face-to-face, day-long meetings </li></ul><ul><li>Faculty, staff, and peer mentors </li></ul><ul><li>Students who self-identify as leaders and students who don’t, first-year to graduate student </li></ul><ul><li>Sequenced use Open Source Portfolio tools </li></ul>
    • 10. Beginning of Semester <ul><li>Expanding thinking about evidence </li></ul><ul><li>Reflective writing in response to chosen prompts </li></ul><ul><li>Organized around categories for social change model of leadership </li></ul><ul><li>Hierarchical matrix </li></ul>
    • 11. Mid-semester <ul><li>Reconceptualizing as leadership </li></ul><ul><li>Organizing evidence and reflections in relationship to shared conceptual framework </li></ul><ul><ul><li>Matrix Thinking </li></ul></ul><ul><li>Matrix </li></ul>
    • 12. End of Semester <ul><li>Presentation portfolio for an audience of their choice </li></ul><ul><li>Identity, relationships, community, future directions </li></ul><ul><li>Portfolio using template </li></ul>
    • 13. Kapi’olani Hawaiian Values Portfolio <ul><li>Organized around six native Hawaiian values and four stages of the journey of a canoe </li></ul><ul><li>Bridging home and academic cultures </li></ul><ul><li>Matrix thinking </li></ul>
    • 14. Kapi’olani Research Results <ul><li>Significant positive difference between ePortfolio students and college and national benchmarks for </li></ul><ul><ul><li>Student engagement </li></ul></ul><ul><ul><ul><li>Six of twelve CCSSE questions </li></ul></ul></ul><ul><ul><li>Learning strategies </li></ul></ul><ul><ul><ul><li>Eight of ten Learning Strategies and Study Skills (LASSI) categories </li></ul></ul></ul>
    • 15. LaGuardia ePortfolio <ul><li>Recent immigrants and first-generation college students </li></ul><ul><li>Bridging home and disciplinary culture </li></ul><ul><li>Impact on retention, student engagement, pass rates </li></ul><ul><li>Portfolio studios </li></ul><ul><li>Visual design and iteration </li></ul>
    • 16. LaGuardia CCSSE Results How much has your coursework emphasized synthesizing &amp; organizing ideas, information, or experiences in new ways? 1 = Very Little, 2 = Some, 3= Quite a Bit, 4 = Very Much
    • 17. LaGuardia ePortfolio &amp; Retention
    • 18. QUT ePortfolio <ul><li>Managed by Employment Service </li></ul><ul><li>Twelve university-wide “faculties” mapped to </li></ul><ul><ul><li>Languages of disciplines and unites </li></ul></ul><ul><ul><li>Languages of employers </li></ul></ul><ul><li>Short stories with evidence </li></ul><ul><li>Part of administrative portal </li></ul>
    • 19. <ul><li>Used by 60,000 residents </li></ul><ul><li>Most active users demographically representative </li></ul><ul><li>Use across roles suggests intrinsic motivation and lifelong learning </li></ul><ul><li>Integration of different life roles in single representation with user control over contents and visual design key success factor </li></ul>
    • 20. Write about … <ul><li>If you were a student, which model would be most appealing? </li></ul><ul><li>Which models appeal most to you as an educator? </li></ul><ul><li>Which best match current or anticipated practice in your classroom, program, or institution? </li></ul><ul><li>What challenges might you anticipate if you were to build on one of these models? </li></ul>
    • 21. Metaphors <ul><li>Mirror </li></ul><ul><li>Map </li></ul><ul><li>Sonnet </li></ul><ul><li>- Mary Dietz (1994) </li></ul><ul><li>Conversation piece </li></ul><ul><li>Museum exhibit </li></ul><ul><li>Interface </li></ul><ul><li>Remix </li></ul><ul><li>Digital Identity </li></ul>
    • 22. Theories of Reflection <ul><li>John Dewey - Critical Thinking </li></ul><ul><ul><li>Tacit knowledge </li></ul></ul><ul><ul><li>Rigorous analytical thinking </li></ul></ul><ul><li>Donald Schön - Reflective Practitioner </li></ul><ul><ul><li>Key to effective professional practice and human thought </li></ul></ul><ul><ul><li>Reflection-in-action, Reflection-on-action </li></ul></ul><ul><li>David Kolb - Stages of Reflection </li></ul><ul><ul><li>description, analysis, judgment, planning </li></ul></ul><ul><li>David Boud - Linking cognitive and affective </li></ul><ul><ul><li>Examining feelings </li></ul></ul><ul><li>Pablo Friere, Stephen Brookfield, et. al - Critical Reflection </li></ul><ul><ul><li>Questioning assumptions </li></ul></ul><ul><ul><li>Understanding and challenging domination </li></ul></ul><ul><ul><li>George Hillocks, Teaching Writing as Reflective Practice </li></ul></ul>
    • 23. Kathleen Yancey’s Dimensions of Reflection Reflection-in-action “reviewing, projecting, revising” Constructive reflection “developing a cumulative, multi-selved, multi-vocal identity” Reflection-in-presentation “articulating the relationships between and among” creation, creator, and context of creation Reflection as conversation with artifacts, with self, with others (— Yancey, Reflection in the Writing Classroom )
    • 24. Three curricula Kathleen Yancey, Reflection in the Writing Classroom
    • 25. &nbsp;
    • 26. Write about … <ul><li>How might the metaphor(s) you use to think about ePortfolios influence the theories of reflection you value, and vice versa? </li></ul><ul><li>What role does reflection play in your curriculum and your current or intended portfolio model? </li></ul><ul><li>What do you see as key benefits and challenges of reflection? </li></ul>
    • 27. <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>
    • 28. <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 to and between relationships </li></ul><ul><li>Theory, story, interpretation, map </li></ul><ul><li>ePortfolio systems, Web 1.0 </li></ul>
    • 29. Write about … <ul><li>How does the way you use or anticipate using reflection and portfolios in your curriculum reflect the two styles? </li></ul><ul><li>Is one more important than the other? </li></ul><ul><li>How can they be coordinated? </li></ul>
    • 30. <ul><li>How does the portfolio help students represent their identity as “whole human beings”? </li></ul><ul><li>How does it invite connections with learning beyond the context of the course, discipline or institution? </li></ul><ul><li>Consistency of values and articulation of relationship between </li></ul><ul><li>Different spheres of life </li></ul><ul><li>Different social roles </li></ul>Integrity <ul><li>How can the way portfolios are evaluated be defined by and involve everyone affected? </li></ul><ul><li>How do we ensure that the information about learning that informs such decisions is broad enough to take advantage of individual differences? </li></ul><ul><li>Decisions made through discussion that </li></ul><ul><li>Is reasonable </li></ul><ul><li>Is inclusive </li></ul><ul><li>Takes into account information from all </li></ul><ul><li>Allows for both consensus and dissent </li></ul>Deliberation <ul><li>How does the portfolio model help students articulate their self-understanding? </li></ul><ul><li>Ownership Validation through reflexivity </li></ul><ul><li>Creativity Articulation the inchoate self through reflection </li></ul>Authenticity
    • 31. <ul><li>How does the portfolio model help students articulate their self-understanding? </li></ul><ul><li>How can the way portfolios are evaluated be defined by and involve everyone affected? </li></ul><ul><li>How do we ensure that the information about learning that informs such decisions is broad enough to take advantage of individual differences? </li></ul><ul><li>How does the portfolio help students represent their identity as “whole human beings”? </li></ul><ul><li>How does it invite connections with learning beyond the context of the course, discipline or institution? </li></ul><ul><li>How does the way you use or anticipate using reflection and portfolios in your curriculum reflect the two styles, networked and symphonic? </li></ul><ul><li>Is one more important than the other? </li></ul><ul><li>How can they be coordinated? </li></ul><ul><li>How might the metaphor(s) you use to think about ePortfolios influence the theories of reflection you value, and vice versa? </li></ul><ul><li>What role does reflection play in your curriculum and your current or intended portfolio model? </li></ul><ul><li>What do you see as key benefits and challenges of reflection? </li></ul>
    • 32. 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 October 2008 </li></ul>
    • 33. Stay in touch <ul><li>[email_address] . edu </li></ul><ul><li>+1-202-270-5224 </li></ul><ul><li>For more information on the Inter/National Coalition for Electronic Portfolio Research: http: //ncepr .org/ </li></ul><ul><li>Some of my presentations are here: http: //ncepr . org/darren/presentations .html (Email me for pre-prints of publications) </li></ul>

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