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11 2010 portfolio and pla presentation

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  • MARNIE
  • MARNIE: Empire State College, the non-traditional college of the State University of New York, serves 19,000+ students at 35 locations across New York State and on-line 
    The Metropolitan Center, with locations in Manhattan, Brooklyn and Staten Island, is the largest regional center, with more than 1900 students 
    And why is it non-traditional? Students work with faculty mentors to create a curriculum that meets their educational goals and incorporates their prior college credits and experiential learning 
  • MARNIE: About creating curriculum. We call the process Degree Planning:  
    •Each student takes 4-8 credits of Educational Planning, as Independent Study or in a group, usually with the primary mentor, during which the student creates a Portfolio to support the Degree Program
    •The Portfolio becomes the student’s curriculum
    •The student designs a Degree Program and writes a Degree Program Rationale describing how the Degree Program meets SUNY and Empire State College requirements, and explaining the degree, especially the title and design of the Concentration
     Degree Planning continued:
    •As part of Portfolio Development, the student reflects on and identifies areas for Prior Learning Assessment (PLA) and writes a PLA Request for each topic 
    •A subject matter expert uses the PLA Portfolio and an interview to evaluate the student’s learning and writes a credit recommendation to the faculty  
    •When the evaluator report(s) are submitted, the complete portfolio is reviewed by a faculty committee;  the student’s transfer and PLA credits are awarded when the portfolio is approved by the faculty
  • CATHY
  • CATHY:
    Scaffolded Values, Scaffolded Skills: Critical Agency through EPortfolio-ing
    Our Hypothesis:
    Deliberate and scaffolded integration of eportfolios and “folio thinking” (Chen, 31 ) in Empire State College studies will help students develop the graduated learning skills and reflective habits of mind that will in turn allow them to more successfully and more intentionally design and complete their degrees.
    We're not there yet. We have data that counter the hypothesis, but we see potential. Etc.
  • AARON:
    The ESC ePortfolio Pilot Project 2009-2010: 3 Linked Studies
    •ESC 101: Introduction to College Learning and Preparation for Degree Planning (4 credit transition to college study group initiated in Manhattan, 2009; expanding to Brooklyn, SI in Fall 2010)
    •Crafting the Prior Learning Essay (2-credit study group to help students assess/articulate experiential learning; initiated in Manhattan 2010; expanding to Brooklyn, SI in Fall 2010) )
    •Career Building through ePortfolio (4 credit study students learn to design, publish and maintain an ePortfolio for personal or career purposes; initiated in Manhattan in 2009) 
    [These are not as linked as we'd like. They're linked conceptually, but not as prerequisites. One student has take ESC 101 and Crafting]
  • MARNIE
    •4-credit study group for new students
    •Blended learning: 12 classes + ANGEL
    •Academic Skills, Introduction to Degree Planning and basic ePortfolio building
    •Readings/ Theme: Liberal Education
    •Gen Ed Competencies: Critical Thinking and Information Management 
    •Iterative assignments with reflections 
    •Team-teaching  → student agency  
    By the end of ESC 101, students will
    have acquired basic college study skills and ESC survival skills (MyESC, ANGEL, basic ePortfolio)
    understand ideas of Liberal Education and will have practiced critical thinking and information management
    understand basic academic and career expectations and steps in degree planning/ portfolio development
    know their own academic strengths and weaknesses and have learned strategies for developing their skills
     By the end of ESC 101, students will (continued)
    have been practiced college-level academic skills:
    in-class and on-line discussions, writing exercises, essays, research and reflections
    have written and revised their goal statements, researched academic and career areas and expectations, summarized their prior learning and researched possible concentrations have set up a basic ePortfolio with drafts of two essays, their academic self-assessments, goal statements and reflections on each assignment
  • CATHY:
    •2-credit study group for students beyond their first term, many of whom have gotten “stuck” in the system;
    •Macro: Explores the often political relationship between formal education and experiential learning;
    •Micro: Uses process pedagogy, rhetorical concepts and guided reflection to help students identify and describe “college level learning”;
    •Objective is for each student to complete one polished PLA essay
    PROCESS:
    Instructor publishes assignments, worksheets  and sample texts in her eportfolio; updated every week and shared with group
    •Students add iterative assignments as artifacts to Angel; publish and share eportfolio periodically; opportunity to comment on each other’s developing PLA drafts
    •Students publish a final eportfolio including all written work and a final assigned reflection
    •All assignments print based; privileges alphabetic and essayistic literacy
  • ALL
  • CATHY:
    ePortfolio at ESC 2.0 (Fall 2010):
    From Storage Space to Learning Space
    Eportfolio’s value as a PLA heuristic might best be fostered through more effectively “E-possibilities” like:
    •Multimodal Representations
    •Visible Reflections (Embedded Reflective Prompts/Texts)
    •Re-embodied and “Re-mediated” (Bolter and Grusin) Knowledge
    •Sequenced and Integrated Folio Thinking
  • ALL:
    Integrate eportfolios across the “delivered curriculum” (beginning with volunteer faculty in specific areas of study)
    Integrate eportfolios at the outset of students’ experience and throughout the “extra-curriculum” (orientation, workshops, studio and lab models)
    Integrate eportfolios with the values, goals and processes of (selected) Educational Planning studies
    Recognize eportfolios as themselves an integrating force between “delivered, experienced and lived curricula”
    FACULTY:
    scaffolded, reflective, and integrative ePortfolio pedagogy in order to support and develop student agency
    participatory, creative experimentation with eportfolios , especially in the context of Educational Planning studies
    •an ongoing, collective exploration of the relationship between eportfolio-ing and institutional values
    ADMINISTRATION
    INFRASTRUCTURE
    ePortfolio as primarily a pedagogical tool promoting student refection, authority and agency
    sustained, creative faculty development program to implement portfolios
    •student and faculty experimentation with multimodality
    •faculty/administrative collaboration to select robust ePortfolio platform that supports flexible, integrated, multi-modal, and “lifelong” ePortfolios
    •ongoing, onsite and online technical support for students and faculty
    pilot is feeding into college-wide program
    STUDENTS:
    Next Steps: Cultivation and Integration
    Cultivate Student Investment in
    •Eportfolio as site of critical agency
    •Eportfolios as space for (multiple) self creation
    •Eportfolios as tool for knowledge making (i.e through reflection and “remediation”)
    •“Eportfolio-ing” as  Lifelong Learning
  • Transcript

    • 1. Transfer of learning: from portfolio to ePortfolio at Empire State College more baby steps…. Marnie Evans, Dir. Academic Review, Metropolitan Center
    • 2. OVERVIEW OF DEGREE PLANNING AT EMPIRE STATE COLLEGE
    • 3. • Since 1971 Educational Planning, Prior Learning Assessment (PLA) and paper portfolios with learning essay and supporting materials for PLA • Since 2004 electronic system for Degree Programs – DP Planner • Since 2009 electronic system for PLA requests, learning essays and documentation, linked to DP Planner, parallel to the paper portfolio • Metro Center ePortfolio initiative 2009 to present
    • 4. Empire State College’s core values: An explicit institutional commitment to education that … • treats students as active partners in their education • transcends the boundaries of time, place and ways of learning • integrates and engages students with their past, present and future creative and intellectual lives • emphasizes dialogue and collaborative approaches to study • develops and sustains life-long curiosity and critical inquiry for all students
    • 5. ePortfolio Pilot Project 2009-2010: 3 Linked Studies • ESC 101 • Crafting the Prior Learning Essay • Career Building through ePortfolio
    • 6. ESC 101: Introduction to College Study & Preparation for Degree Planning • Academic skills • Liberal education • General education • Preparation for degree planning • Basic ePortfolio
    • 7. To Learning Space: ESC 101 ePortfolio Template Fall 2010
    • 8. Crafting the Prior Learning Essay • Macro • Micro • Objective • Process
    • 9. ESC 101 New ePortfolio Navigation Bar(close up) New blog feature and links make reflection and integration visible, and link both skills to educational identity
    • 10. It’s more complicated than we thought. • Student investment • Student ownership • Systemic integration • Environment • Scaffolding • Abstraction  human beings
    • 11. ESC ePortfolio 2.0: From storage space to learning space • Multimodal representations • Visible reflections • Re-embodied & re-mediated knowledge • Sequenced & integrated folio thinking