CALTR Lunch - Nov 2014
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Lunchtime presentation given for faculty and staff at Northeastern University on the topic of ePortfolios
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CALTR Lunch - Nov 2014
- 1. How Can ePortfolios Inform Curriculum Redesign? Gail Matthews-DeNatale, Ph.D. Northeastern University Graduate School of Education
- 2. The ePortfolio Landscape 1. What is an ePortfolio? 2. Why use ePortfolios? 3. What makes an ePortfolio initiative “successful”? 4. What role have ePortfolios played in our program? 2
- 3. What is an ePortfolio? Portfolio purposeful collection + student work + reflection (Paulson, F.L. Paulson, P.R. and Meyer, 1991) ePortfolio = all of the above … + web-based + multiple formats and media + links, non-linear pathways + capacity to share with a larger audience (Poklop, 2013)
- 5. 5
- 6. Why Use ePortfolios? • Student engagement • Cognitive connection-making • Community formation and sustainment • Metacognition • Documentation of learning outcomes 6
- 7. Intensify/Amplify High Impact Practices 7 • First year Seminar • Common Intellectual Experiences • Learning Communities • Writing Intensive Courses • Collaborative Assignments & Projects • Undergraduate Research • Diversity/Global Learning • Service, Community-Based Learning • Capstone Courses & Projects
- 8. 8 What strategies and approaches do successful ePortfolio campuses employ to launch, build, and sustain their ePortfolio implementations?
- 9. 9
- 10. 10
- 11. Inquiry: Questions to Consider • Who are our students? (strengths, challenges, motivations, goals) • What does our program look like to them? • What meaning are they making of our program? • How do we know? 11
- 12. 12 Size ~470 Active Students Profile +60% attend part time Format 100% fully online Concentrations 4 Gender 73% female Region 56% in state, 44% out of state
- 13. 13 If we ask these students to document and reflect upon their learning in an ePortfolio, what will they would do with it? How is this similar or different from what we hope they would do with it?
- 14. Redesign Process • 2012: Inquiry – Reviewed Portfolios Students Had Already Created – Identify Program Competencies – Author Mission Statement • 2013: Reflection & Redesign – Author Concentration Missions, Identify Competencies – Curriculum Mapping to Missions/Competencies – Plan Courses & Identify Signature Assignments – Embed ePortfolios in the Curriculum • September 2013: Implementation 14
- 15. Reflection: Redesign Retreat Questions 1. What can you tell about the person's background, motivation, goals, and aspirations? How does this compare with your understanding of the profiles of students who enroll in our programs? 2. Looking at the person's work samples, what appear to be the areas of strength and need? How could that be addressed? 3. Given the strengths and challenges that you observe in the ePortfolios, what do our students need to thrive, both in our programs and after graduation? What are the implications for program improvement? 15
- 16. 16
- 17. We Are Not Who We Think We Are Many Were 1. Inexperienced 2. Unrealistic expectations 3. Not making connections 4. Not articulating professional identity 17
- 18. Why? 18 + +
- 20. 20
- 21. Mission 21 The Master of Education program at Northeastern University develops educators with the skills and intellectual acumen to be effective, to question systemic norms, and to anticipate and shape a more equitable, globally connected society.
- 22. 22
- 23. Mission 23 eLID prepares graduates to design engaging mobile and online learning environments, develop new models and strategies for motivating learners, and respond innovatively to the opportunities and challenges associated with living in a technology-rich, globally connected society.
- 24. Foundation Courses Ed as Field of Study How People Learn Models for Learning Design Professional Learning Plan Learning Portfolio Showcase Portfolio Experiential Learning Proposal Connecting Theory with Practice Review Portfolio Plan Project Design as Collab. Profession Social Media Open Learning Tech. as Medium for Learning Capstone Revise/Present Work to Others Professional Portfolio Experiential Learning Work Professional Integration & Presence
- 25. 25 Showcase Portfolio Experiential Learning Proposal Connecting Theory with Practice Review Portfolio Plan Project Design as Collab. Profession Social Media Open Learning Tech. as Medium for Learning Capstone Revise/Present Work to Others Professional Portfolio Experiential Learning Work Professional Integration & Presence Professional Learning Plan Foundation Courses Ed as Field of Study How People Learn Models for Learning Design Learning Portfolio
- 26. 26 Foundation Courses Ed as Field of Study How People Learn Models for Learning Design Professional Learning Plan Showcase Portfolio Design as Collab. Profession Social Media Open Learning Tech. as Medium for Learning Capstone Revise/Present Work to Others Professional Portfolio Experiential Learning Work Professional Integration & Presence Experiential Learning Proposal Connecting Theory with Practice Review Portfolio Plan Project Learning Portfolio
- 27. 27 Foundation Courses Ed as Field of Study How People Learn Models for Learning Design Professional Learning Plan Showcase Portfolio Experiential Learning Proposal Connecting Theory with Practice Review Portfolio Plan Project Capstone Revise/Present Work to Others Professional Portfolio Professional Integration & Presence Experiential Learning Work Design as a Collaborative Profession Social Media Open Learning Technology as Medium for Learning Learning Portfolio
- 28. Foundation Courses Ed as Field of Study How People Learn Models for Learning Design Professional Learning Plan Showcase Portfolio Experiential Learning Proposal Connecting Theory with Practice Review Portfolio Plan Project Design as Collab. Profession Social Media Open Learning Tech. as Medium for Learning Experiential Learning Work Professional Integration & Presence Capstone Revise/Present Work to Others Professional Portfolio Learning Portfolio
- 29. 29 Foundation Courses Ed as Field of Study How People Learn Models for Learning Design Professional Learning Plan Showcase Portfolio Experiential Learning Proposal Connecting Theory with Practice Review Portfolio Plan Project Design as Collab. Profession Social Media Open Learning Tech. as Medium for Learning Capstone Revise/Present Work to Public Professional Portfolio Experiential Learning Work Professional Integration & Presence Learning Portfolio
- 30. I am able to share my learning in a colorful, creative way. This format allows me to bring words to life, allowing my reader to see inside my journey and not just words on a paper. Some images and videos I chose to include convey meanings that are otherwise hard to capture. The use of video allows me to speak my ideas to my audience. Through my voice you hear my passion and purpose for my work. – Stefanie H. easily access information from previous courses, enabling me to make connections and get the most out of the program. – Travis D. Course content, concepts, assessments, and discussion can easily be forgotten or lost if one is not challenged to reflect. The ePortfolio empowered me to synthesize material. I can
- 31. Thank You! Gail Matthews-DeNatale g.matthews-denatale@neu.edu Northeastern University Graduate School of Education
Editor's Notes
- Note that you can get some of this information from application essays, but those are often developed with the help of friends and editors. In addition, essays are usually used to assess the individual, not to gain perspective on the student body. 1. More inexperienced than we thought 2. Working, but not in desired profession Interested in “breaking into the business” 3. Unrealistic expectations for what the degree would qualify them to do Thought they could become a provost 4. Not making connections across courses and across work/school Unclear in sense of priorities, self-assessment of strengths/weaknesses, rationale for the degree 4. Not articulating a professional identity – presenting themselves as professionals Tell the story of one student who started with a picture of her wedding, then added a picture of herself at work, and then finally moved both into another location – speaks to the process of identity and professional presence
- Note that you can get some of this information from application essays, but those are often developed with the help of friends and editors. In addition, essays are usually used to assess the individual, not to gain perspective on the student body. 1. More inexperienced than we thought 2. Working, but not in desired profession Interested in “breaking into the business” 3. Unrealistic expectations for what the degree would qualify them to do Thought they could become a provost 4. Not making connections across courses and across work/school Unclear in sense of priorities, self-assessment of strengths/weaknesses, rationale for the degree 4. Not articulating a professional identity – presenting themselves as professionals Tell the story of one student who started with a picture of her wedding, then added a picture of herself at work, and then finally moved both into another location – speaks to the process of identity and professional presence
- Here’s one picture of the students in our Masters program, and it provides us with some useful information. Four concentrations: Higher Education Administration, Learning and Instruction (K12), Special Education, and eLearning Design 470 graduate students 60% part-time, 40% full-time (implies that many are working) 94% of the students take half or more of their courses online, and most are fully online. Almost equal in state and out of state, made possible through the online format
- What’s missing from the picture when we only look at numbers? What is their self-conceptualization? Their motivations? Their goals? What opportunities can ePortfolios provide for us to gain this more nuanced perspective on our learners?
- Note that you can get some of this information from application essays, but those are often developed with the help of friends and editors. In addition, essays are usually used to assess the individual, not to gain perspective on the student body. 1. More inexperienced than we thought 2. Working, but not in desired profession Interested in “breaking into the business” 3. Unrealistic expectations for what the degree would qualify them to do Thought they could become a provost 4. Not making connections across courses and across work/school Unclear in sense of priorities, self-assessment of strengths/weaknesses, rationale for the degree 4. Not articulating a professional identity – presenting themselves as professionals Tell the story of one student who started with a picture of her wedding, then added a picture of herself at work, and then finally moved both into another location – speaks to the process of identity and professional presence
- Unclear sense of audience? Facebook Culture? Needed more guidance and scaffolding on the Inquiry, reflection, and integration process (metacognition) Probably all three. In a professional program, to what extent are we accountable for helping our students articulate their development, communicate the linkages, and consider their professional presence? In other words, is it okay to use Facebook as a get out of jail free card? Image sources, creative commons permission: http://www.flickr.com/photos/mereteveian http://www.flickr.com/photos/sidereal
- We took the many ideas, similar to those that you just brainstormed, and used a yellow stickie process to post, sort, group, consolidate, and articulate our most important competencies. Here’s what we came up with Image Source: http://www.flickr.com/photos/38869431@N00/3703735824/