The Lifelong Learning Vision: Implications for ePortfolio Practice Darren Cambridge   ePortfolio Conference 2008 St. Jerom...
Three Ideals <ul><li>Authenticity </li></ul><ul><li>Integrity  </li></ul><ul><li>Deliberation  </li></ul>
 
 
Different Paradigms? <ul><li>Expressive: creative, individualized, self as authority </li></ul><ul><li>Standardized: commo...
Authenticity <ul><li>Finding truth through examination of what’s unique about oneself  </li></ul><ul><ul><li>Rousseau, Rom...
Authenticity in Education <ul><li>Ownership </li></ul><ul><ul><li>Let Your Life Speak </li></ul></ul><ul><ul><li>Experient...
 
<ul><li>Essentially, I do not have a religion to cling on to; I’m left with the experience of my life and I try to relate ...
Neutrality as a Consequence <ul><li>Abandonment of “horizons of significance”  </li></ul><ul><li>Validation of choice as a...
 
Critique of Authenticity <ul><li>Expressive: Promotes a culture of atomism and narcissism </li></ul><ul><ul><li>Self-absor...
Necessity of Dialog <ul><li>Without horizons of significance, how do we know which individual differences make a differenc...
 
From Dialog to Deliberation <ul><li>Portfolio as a means for participation in collective decision making  </li></ul><ul><l...
Principles of Deliberation <ul><li>Publicity </li></ul><ul><ul><li>Deliberative system which informs and holds accountable...
University as  Ethical Learning Organization <ul><li>Authenticity: Help students discover and document what’s important to...
A New Role for Competencies <ul><li>Standardized: Matching performance to a pre-defined set of outcomes </li></ul><ul><li>...
Competencies in Organizational Learning <ul><li>Standardized: Articulating expectations to students </li></ul><ul><li>Deli...
Deliberative Assessment <ul><li>Standardized: Objectivist/utilitarian </li></ul><ul><li>Expressive: Subjectivist/intuition...
New Century College  Competencies <ul><li>Communication </li></ul><ul><li>Critical Thinking </li></ul><ul><li>Strategic Pr...
NCC Graduation Portfolio <ul><li>No predefined standard for what constitutes satisfactory performance in each competency <...
ePortfolio outcomes <ul><li>Demonstrate learning power or learning competencies   (Broadstreet 2006)   </li></ul><ul><ul><...
 
 
 
 
Integrity <ul><li>Values, commitments, and actions cohere and interconnect </li></ul><ul><li>Across personal, professional...
Managing Transitions <ul><li>Serving automobile  industry regionally </li></ul><ul><li>Track competencies and communicate ...
Competency Matching for Employability <ul><li>Choose competency frameworks defined by employers  </li></ul><ul><li>Determi...
Samantha Slade’s Competencies
Symphonic Employability <ul><li>Career identity integrates </li></ul><ul><ul><li>Human capital (competencies) </li></ul></...
Boundaryless Careers <ul><li>No longer tied to a single organization </li></ul><ul><li>Projects rather than jobs </li></ul...
Corrosion of Character <ul><li>Work and identity in the new capitalism  </li></ul><ul><li>Interviewed diverse US workers <...
“ Finding the Thread in My Life”
<ul><li>Used by 60,000 residents </li></ul><ul><li>Most active users demographically representative </li></ul><ul><li>Use ...
I think it'd be difficult to separate completely, you know, who I am and what my immediate family loves are versus just me...
Integrating Cultures at LaGuardia <ul><li>Recent immigrants and first-generation college students  </li></ul><ul><li>Bridg...
Hawaiian Values at Kapi’olani <ul><li>Organized around six native Hawaiian values and four stages of the journey of a cano...
<ul><li>Network Self </li></ul><ul><li>Creating intentional connections   </li></ul><ul><li>Symphonic Self </li></ul><ul><...
From Subject to Author <ul><li>Ordering role of institutions and traditions shifted to individual </li></ul><ul><li>From  ...
Environments for Growth <ul><li>In both personal and professional domains </li></ul><ul><ul><li>Learning as attitude towar...
Good Work has Integrity
<ul><li>Networked   </li></ul><ul><li>Play, emergence, entrepreneurialism, flexibility, agility </li></ul><ul><li>Ease, sp...
Networked Contributions <ul><li>Correcting for reconstitute nature of memory </li></ul><ul><li>Captures messiness and situ...
 
<ul><li>How does the portfolio help students represent their identity as “whole human beings”?  </li></ul><ul><li>How does...
Electronic Portfolios 2.0 <ul><li>Collection of 24 chapters detailing research from the Inter/National Coalition for Elect...
Ideas? <ul><ul><li>Darren Cambridge </li></ul></ul><ul><ul><li>George Mason University  </li></ul></ul><ul><ul><li>[email_...
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The Lifelong and Lifewide Learning Vision: Implications for Use of ePortfolios in Higher Education

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Keynote address given July 7, 2008 at the ePortfolio Conference 2008 at St. Jerome's University, Waterloo, Ontario, Canada

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  • The Lifelong and Lifewide Learning Vision: Implications for Use of ePortfolios in Higher Education

    1. 1. The Lifelong Learning Vision: Implications for ePortfolio Practice Darren Cambridge ePortfolio Conference 2008 St. Jerome’s University, Waterloo, Canada July 7, 2008
    2. 2. Three Ideals <ul><li>Authenticity </li></ul><ul><li>Integrity </li></ul><ul><li>Deliberation </li></ul>
    3. 5. Different Paradigms? <ul><li>Expressive: creative, individualized, self as authority </li></ul><ul><li>Standardized: common structure set through institution, objective process of evaluation </li></ul><ul><li>Barrett: Story vs. Test </li></ul>
    4. 6. Authenticity <ul><li>Finding truth through examination of what’s unique about oneself </li></ul><ul><ul><li>Rousseau, Romanticism </li></ul></ul><ul><ul><li>Intersection of cultural influences social structures </li></ul></ul><ul><li>Enacting that difference through creative expression </li></ul><ul><ul><li>Aesthetics of the self (Foucault) </li></ul></ul><ul><li>Protecting choice as a core value </li></ul>
    5. 7. Authenticity in Education <ul><li>Ownership </li></ul><ul><ul><li>Let Your Life Speak </li></ul></ul><ul><ul><li>Experiential learning </li></ul></ul><ul><ul><li>Reflection as reflexive </li></ul></ul><ul><ul><li>Self-directed learning </li></ul></ul><ul><ul><li>Self-authorship </li></ul></ul><ul><li>Creativity </li></ul><ul><ul><li>Capturing the learning of diverse students </li></ul></ul><ul><ul><li>Personalization of education </li></ul></ul><ul><ul><li>End in itself </li></ul></ul>
    6. 9. <ul><li>Essentially, I do not have a religion to cling on to; I’m left with the experience of my life and I try to relate it to my own understanding of truth. That, I suppose, is the essence of spirituality—maybe this is all a blessing in disguise. Echoing so many theorists on minorities and social repression, the struggle to simply be what I am is edifying. Sean Moore </li></ul>
    7. 10. Neutrality as a Consequence <ul><li>Abandonment of “horizons of significance” </li></ul><ul><li>Validation of choice as an end in itself </li></ul><ul><li>Freedom of neutrality </li></ul><ul><li>Procedural justice (Bellah, Habits of the Heart ) </li></ul>
    8. 12. Critique of Authenticity <ul><li>Expressive: Promotes a culture of atomism and narcissism </li></ul><ul><ul><li>Self-absorption, lack of enduring commitments, disposable relationships </li></ul></ul><ul><li>Standardized: Creates the conditions that foster this culture </li></ul><ul><ul><li>Abdication of role of institutions in cultivating shared values </li></ul></ul>
    9. 13. Necessity of Dialog <ul><li>Without horizons of significance, how do we know which individual differences make a difference? </li></ul><ul><li>Language is always dialogic (Bahktin) </li></ul><ul><li>Autonomy dependent on recognition (Benjamin) </li></ul><ul><li>The authentic self must be defined in dialog with horizons of significance </li></ul><ul><li>Manner vs. content </li></ul>
    10. 15. From Dialog to Deliberation <ul><li>Portfolio as a means for participation in collective decision making </li></ul><ul><li>Deliberative democracy </li></ul><ul><ul><li>Decision making </li></ul></ul><ul><ul><li>Legitimation </li></ul></ul>
    11. 16. Principles of Deliberation <ul><li>Publicity </li></ul><ul><ul><li>Deliberative system which informs and holds accountable </li></ul></ul><ul><li>Inclusiveness </li></ul><ul><ul><li>All impacted by decisions can participate </li></ul></ul><ul><li>Reasonableness </li></ul><ul><ul><li>Economy of moral objections </li></ul></ul><ul><ul><li>Respect for reasonable disagreement </li></ul></ul><ul><li>Provisionality </li></ul><ul><ul><li>Openess to changing positions and decisions </li></ul></ul>
    12. 17. University as Ethical Learning Organization <ul><li>Authenticity: Help students discover and document what’s important to them about learning, based on evidence </li></ul><ul><li>Dialog: Put those individual articulations in conversation with organizational understanding </li></ul><ul><li>Deliberation: Student inputs must have real influence on decision making </li></ul>
    13. 18. A New Role for Competencies <ul><li>Standardized: Matching performance to a pre-defined set of outcomes </li></ul><ul><li>Deliberative: Capture standards all stakeholders value as enacted in practice and examining alignment of both student and programmatic performance </li></ul>
    14. 19. Competencies in Organizational Learning <ul><li>Standardized: Articulating expectations to students </li></ul><ul><li>Deliberative: Means for mutually accountable connection between individual and organizational learning </li></ul><ul><li>Boundary objects: “Boundary objects are objects that are both plastic enough to adapt to local needs and constraints of the several parties employing them, yet robust enough to maintain a common identity across sites” (Leigh Star 1989) </li></ul>
    15. 20. Deliberative Assessment <ul><li>Standardized: Objectivist/utilitarian </li></ul><ul><li>Expressive: Subjectivist/intuitionist (Gray 2002) </li></ul><ul><li>Deliberative assessment </li></ul><ul><ul><li>Learning complex and situated </li></ul></ul><ul><ul><li>Judgment based in embodied expertise </li></ul></ul><ul><ul><li>Students as “authoritative informants about their own learning” (Yancey 1998) </li></ul></ul><ul><ul><li>Institutional values and outcomes the result of deliberation based these sources of expertise </li></ul></ul>
    16. 21. New Century College Competencies <ul><li>Communication </li></ul><ul><li>Critical Thinking </li></ul><ul><li>Strategic Problem Solving </li></ul><ul><li>Valuing </li></ul><ul><li>Group Interaction </li></ul><ul><li>Global Understanding </li></ul><ul><li>Effective Citizenship </li></ul><ul><li>Aesthetic Awareness </li></ul><ul><li>Information Technology </li></ul>
    17. 22. NCC Graduation Portfolio <ul><li>No predefined standard for what constitutes satisfactory performance in each competency </li></ul><ul><li>Students exposed to (and assessed with) many models and standards through coursework and experiential learning </li></ul><ul><li>Students redefine each competency, beginning with “official definition” </li></ul><ul><ul><li>Synthesizing multiple perspectives </li></ul></ul><ul><ul><li>Integrating evidence from own experience </li></ul></ul><ul><ul><li>Taking ownership and planning for the future </li></ul></ul>
    18. 23. ePortfolio outcomes <ul><li>Demonstrate learning power or learning competencies (Broadstreet 2006) </li></ul><ul><ul><li>Key affordance of the portfolio genre (Meeus, Petegem, and Looy 2006) </li></ul></ul><ul><li>Input to a community conversation about what it means to be an educated person in the 21st Century </li></ul><ul><ul><li>Competencies are means of connection </li></ul></ul><ul><ul><li>Analysis of student competency essays and evidence a central feature of program review </li></ul></ul><ul><ul><li>Conversation involves students, faculty/staff, alumni, and community partners </li></ul></ul>
    19. 28. Integrity <ul><li>Values, commitments, and actions cohere and interconnect </li></ul><ul><li>Across personal, professional, and civic roles </li></ul><ul><li>Over time </li></ul><ul><li>Made consistent to a systemic understanding of identity </li></ul>
    20. 29. Managing Transitions <ul><li>Serving automobile industry regionally </li></ul><ul><li>Track competencies and communicate them to potential employers </li></ul><ul><li>Plan ongoing professional development </li></ul><ul><li>Expanding to all of the Netherlands </li></ul>
    21. 30. Competency Matching for Employability <ul><li>Choose competency frameworks defined by employers </li></ul><ul><li>Determine and document competency profile </li></ul><ul><li>Compare with career profiles </li></ul><ul><li>Connect to learning to fill gaps </li></ul><ul><li>Match with jobs </li></ul>
    22. 31. Samantha Slade’s Competencies
    23. 32. Symphonic Employability <ul><li>Career identity integrates </li></ul><ul><ul><li>Human capital (competencies) </li></ul></ul><ul><ul><li>Social capital </li></ul></ul><ul><ul><li>Adaptability </li></ul></ul><ul><li>Cultivated by narrative </li></ul><ul><li>- Ashford et. al. </li></ul>
    24. 33. Boundaryless Careers <ul><li>No longer tied to a single organization </li></ul><ul><li>Projects rather than jobs </li></ul><ul><li>Line between work and home blurred </li></ul><ul><li>“ The terrific deal” (Reich) </li></ul>
    25. 34. Corrosion of Character <ul><li>Work and identity in the new capitalism </li></ul><ul><li>Interviewed diverse US workers </li></ul><ul><li>Moral values of long-term commitments and enduring relationships </li></ul><ul><li>Alignment of the personal and professional </li></ul>
    26. 35. “ Finding the Thread in My Life”
    27. 36. <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 key to impact </li></ul>
    28. 37. 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. Tracy
    29. 38. Integrating Cultures at LaGuardia <ul><li>Recent immigrants and first-generation college students </li></ul><ul><li>Bridging home and disciplinary culture </li></ul><ul><li>Data showing impact on retention, student engagement, and pass rates </li></ul>
    30. 39. Hawaiian Values at Kapi’olani <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>Impact on student engagement and learning skills </li></ul>
    31. 40. <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>
    32. 41. From Subject to Author <ul><li>Ordering role of institutions and traditions shifted to individual </li></ul><ul><li>From being our values, relationships, and experiences to having them </li></ul><ul><li>Overarching principles that mediate competition </li></ul><ul><li>Thinking about the self as a system you compose and conduct </li></ul>
    33. 42. Environments for Growth <ul><li>In both personal and professional domains </li></ul><ul><ul><li>Learning as attitude toward life </li></ul></ul><ul><ul><li>Supported by inviting environments rich in content and people </li></ul></ul><ul><ul><li>Technology as a means to guide and support </li></ul></ul><ul><li>Communicated by the portfolios as a whole </li></ul><ul><li>Can inform her profession </li></ul>
    34. 43. Good Work has Integrity
    35. 44. <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>Blogs, social networking sites, etc. </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>Hypertext, ePortfolio systems, concept mapping tools </li></ul>
    36. 45. Networked Contributions <ul><li>Correcting for reconstitute nature of memory </li></ul><ul><li>Captures messiness and situatedness (Hughes) </li></ul><ul><li>Builds social capital </li></ul><ul><li>Enables peripheral participation </li></ul><ul><li>Combine with symphonic through layering </li></ul>
    37. 47. <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
    38. 48. Electronic Portfolios 2.0 <ul><li>Collection of 24 chapters detailing research from the Inter/National Coalition for Electronic Portfolio Research </li></ul><ul><li>Forthcoming from Stylus in October 2008 </li></ul>
    39. 49. Ideas? <ul><ul><li>Darren Cambridge </li></ul></ul><ul><ul><li>George Mason University </li></ul></ul><ul><ul><li>[email_address] . edu </li></ul></ul><ul><ul><li>+1-202-270-5224 </li></ul></ul><ul><ul><li>http://ncepr.org/darren/presentations.html </li></ul></ul>

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