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Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
Supporting and Assessing Lifewide Learning
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Supporting and Assessing Lifewide Learning

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Slides for a webinar on educating the whole student sponsored by NERCOMP, presented in collaboration with Kim Eby.

Slides for a webinar on educating the whole student sponsored by NERCOMP, presented in collaboration with Kim Eby.

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  • 1. Supporting and Assessing Lifewide Learning: Rethinking Evidence for Integration Darren Cambridge, Ph.D. Assistant Professor, New Century College Faculty Affiliate: Higher Education Program Kimberly K. Eby, Ph.D. Associate Provost for Faculty Development Director, Center for Teaching Excellence
  • 2. Session Overview Expanding what we value in student  learning  Eportfolios models for this expanded understanding  Eportfolio research on evidence at George Mason University  Implications of social network site use
  • 3. Expanding What We Value in Student Learning Integrative   Holistic – educating the whole student  Student Affairs – Academic Affairs Partnerships ◦ Learning Reconsidered ◦ Leadership Reconsidered Stakeholder analysis  ◦ Greater Expectations ◦ AAC&U Project LEAP ◦ AAC&U VALUE project
  • 4. Interconnectedness of Student Learning (from Learning Reconsidered, 2004) Social Context STUDENT Integrated Outcomes Identity Formation Cognition/Emotion Academic Construction of knowledge Behavior Construction of meaning Context Meaning Making Construction of self in society Institutional Context
  • 5. Learning Reconsidered: Student Learning Outcomes Student Outcomes Dimensions of Outcomes Sample Learning Experiences Critical thinking, reflective thinking, effective Classroom teaching; campus speakers; problem- Cognitive complexity reasoning, intellectual flexibility, based learning; living-learning communities; emotion/cognition/identity integration judicial boards; diversity programs; study abroad Understanding knowledge in a range of disciplines; Majors, minors, general education; certificate Knowledge acquisition, connecting knowledge to other knowledge, ideas, programs; research teams; group projects; service integration & application and experiences; relating it to daily life; pursuit of learning; internships; jobs (on- and off-campus); lifelong learning; career decidedness; technological living-learning communities; career development competence courses; drama/arts/music groups Understanding and appreciation of human Diverse membership of student organizations; Humanitarianism differences; cultural competency; social inter-group dialogue programs; service learning; responsibility cultural festivals; identity group programming Sense of civic responsibility; commitment to public Involvement in student and community orgs; Civic engagement life through communities of practice; engage in service learning; student governance; sports principled dissent; effective in leadership teams; leadership courses; open forums Realistic self-appraisal and self understanding; Identity based affinity groups; academic/life Interpersonal and attributes such as identity, self esteem, confidence, planning; peer mentor programs; religious life intrapersonalcompetenc ethics/integrity, spiritual awareness, personal goal programs and youth groups; classroom project e setting; meaningful relationships; interdependence; groups; classroom discussions; student collaboration; ability to work with people different employment; paraprofessional roles (e.g., RAs, from self peer tutors/mentors, sexual assault advisors) Effective communication; capacity to manage Health center programs; campus and community Practical competence one‘s affairs; economic self-sufficiency and recreation programs; financial planning courses vocational competence; maintain health and and programs; club sports; academic and personal wellness; prioritize leisure pursuits; living a advising; career development courses; senior purposeful and satisfying life capstone courses Manage college experience to achieve academic Learning skills; bridge programs; peer mentoring; Persistence and and personal success; academic goal success faculty and staff mentoring; tutoring; orientation academic achievement including degree attainment programs; academic advising; disability support
  • 6. Liberal Education for America‘s Promise (LEAP) Knowledge of Human Personal and Social   Cultures and the Physical Responsibility and Natural World ◦ Civic knowledge and ◦ Through study in the engagement—local and global sciences and ◦ Intercultural knowledge and mathematics, social sciences, humanities, historie competence s, languages, and the arts ◦ Ethical reasoning and action Intellectual and Practical  ◦ Foundations and skills for Skills lifelong learning ◦ Inquiry and analysis Integrative Learning  ◦ Critical and creative thinking ◦ Synthesis and advanced ◦ Written and oral accomplishment across communication general and specialized studies ◦ Quantitative literacy ◦ Information literacy ◦ Teamwork and problem solving
  • 7. VALUE Lifelong Learning Rubric
  • 8. Networks of Educators: I/NCEPR Institutional research teams examining the impact of  electronic portfolio practice on learning 50 institutions in five cohorts  Third cohort focuses on student affairs -academic  affairs collaboration US, Canada, England, Scotland, Netherlands  Book out from Stylus  More information on website: ncepr.org.  Links with other networks of educators  ◦ AAC&U / Carnegie Integrative Learning Project ◦ Visible Knowledge Project ◦ Carnegie Academy for the Scholarship of Teaching and Learning
  • 9. What outcomes do you value?
  • 10. Eportfolios Models for Integrative Learning and Whole Student Development Learning Record Online (Texas)   Stanford Learning Careers Project  LaGuardia ePortfolio  Seton Hall First Year Eportfolio  Virginia Tech English Education Eportfolio
  • 11. Three Curricula Kathleen Yancey, Reflection in the Writing Classroom
  • 12. Learning Record Online Five dimensions of learning and course goals   Observations and samples of work throughout semester  Interpretation and grade recommendations at middle and end  Midterm moderations
  • 13. Stanford Learning Careers
  • 14. LaGuardia ePortfolio Recent immigrants and  first-generation college students  Bridging home and disciplinary culture  Impact on retention, student engagement, grades  Portfolio studios  Visual design and iteration
  • 15. LaGuardia CCSSE Results How much has your coursework emphasized synthesizing & organizing ideas, information, or experiences in new ways? 1 = Very Little, 2 = Some, 3= Quite a Bit, 4 = Very Much
  • 16. LaGuardia ePortfolio & Retention
  • 17. Seton Hall First Year First-year portfolio focused on  four non-cognitive factors related to retention Research demonstrates all four  factors predict persistence and success (GPA) beyond otherwise available data Social integration and quality of  effort most significant  new curricular emphasis
  • 18. VA Tech English Education Portfolio Pre-professional  ePortfolio  Organized around INTASC principles  Reflection focused on linking evidence to outcomes  Includes course, field, and life experiences  Designed using generic tools
  • 19. The Same Model with Student Topic ―Overlay‖ on Principles
  • 20. What intrigues you about these models?
  • 21. Our ePortfolio Team Juliet Blank-  Godlove, Director of Leadership Education and Development Darren Cambridge, Asst.  Professor, New Century College Kara Danner, Director, Portal  Communications Kimberly Eby, Assc. Provost  for Faculty Development; Director, CTE Heather Hare, Asst.  Director, Center for Leadership & Community Engagement Julie Owen, Asst.  Professor, New Century College Lesley Smith, Assc.  Professor, New Century College
  • 22. Our Project Central question: What are the implications of  evidence selection and use for integration, learning, and student engagement? Portfolio contexts: Integrative approach to  learning with specific attention to classroom- based, experiential, and co-curricular learning NCC and portfolio-based assessment  Intentional collaboration with University Life  Part of the Inter/National Coalition for  Electronic Portfolio Research (INCEPR) Small data sets over two cohorts (spring ‘07;  spring ‘08); additional cohort beginning in fall ‗08
  • 23. Reflection and Evidence Research at Alverno College suggests that as  students become more skilled at reflection, they ◦ Draw on analysis of their own experiences rather than appealing to external authorities ◦ Reference a wider range of activities and artifacts Research deals only with the content of the  reflections, not the evidence itself Types of evidence in science portfolios  (Collins, 1992): ◦ Artifacts, Attestations, and Reproductions Mixes analytically distinct dimensions, such  as characteristics of evidence and purpose
  • 24. Methodology Design research  ◦ Intervention design informed by theory ◦ Evaluated for effectiveness and contributes to further development of theory Grounded theory  ◦ Collaborative coding of portfolio content ◦ Informed by observations of course meetings and conversations with portfolio authors
  • 25. Characteristics Agency • Self-authored of 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 Sponsorship • Institutionally sponsored (curricular, co-curricular, community of associated organizations, etc.) learning activity • Self-sponsored • Unsponsored Participation • Individual participation • Group activity • Larger community/associational activity
  • 26. 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
  • 27. Applications & Implications The typology can be used  ◦ To help portfolio authors think about their learning experiences more broadly to promote integration. ◦ To help portfolio authors, teachers, and evaluators think more deliberately about the hows and whys of evidence inclusion in ePortfolios. If we want students to become integrative  thinkers and learners, then we need to invite them to do this both within and outside of the classroom.
  • 28. Blogs and SNS are Popular 39% of Internet users read blogs  8% write blogs  54% of those authors have never  published their writing anywhere else 35% of adults have a social network  profile 65% of teens do  94% of college students are on  Facebook 175 million users spending 3 billion  minutes a month on Facebook
  • 29. 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.
  • 30. Public Displays of Connection Blogroll and friends lists as messages  (Donath and Boyd, 2004) Intentional performance of identity  rather than a transparent representation of a social network beyond the system  Network as implicit validation of profile information
  • 31. danahboyd as suicide girl ―impression management is an inescapably collective process‖ (2008)
  • 32. Participation Copy and paste as a key literacy practice  (Perkle 2008) ◦ Embedded code ◦ Reuse of other-created media and functionality Neither fully production or consumption   ―Materially connected‖: meaning and functionality dependent on connections  Compare to ―authorship‖ and ―ownership‖ and ―control‖
  • 33. Some Questions How do we mediate between the  brevity, frequency, loosely-structured conventions of blog and SNS genres and the more intensive and complex conventions of symphonic portfolios in a way that embraces connection?  How do we help students craft public displays of connection as intentional self-representations through their eportfolios? How do we determine when they‘re successful?  If we embrace participation as a meaningful means of self- representation and reflection, how does that change how we think about evidence and ownership in eportfolios?  What is the appropriate balance between coherence and control and malleability and interconnection?
  • 34. 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

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