Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Coherent learning design for e portfolio framed authentic learning experiences


Published on

This presentation explores the ePortfolio implementation framework (Penny-Light, et al., 2012) within the context of learning design principles for significant learning experiences (Fink, 2013). The discussion includes exploration of educational goals, effective scaffolding for creating course cohesion, reflective and integrative learning across different authentic learning context or activities, and assessment of learning. Two ePortfolio case studies are presented - one at a course and one at a program level.

Published in: Education
  • Be the first to comment

Coherent learning design for e portfolio framed authentic learning experiences

  1. 1. Coherent Learning Design for ePortfolio-framed Authentic Learning Experiences Dr. Beata Jones, Texas Christian University @BeataJones #AAEEBL_CRA2016, June 7, 2016, Edinburgh, Scotland
  2. 2. “The main part of intellectual education is not acquisition of facts but learning how to make facts live.“ --Oliver Wendel Holmes “Knowing yourself is the beginning of all wisdom.” --Aristotle
  3. 3. Overview Learning Coherence Educational Setting & Authentic Learning Best Practices in Learning Design & ePortfolio Practice Strategies for Structuring ePortfolio Learning Contexts Showcase Q&A
  4. 4. Learning Coherence …‘‘the manner in which opportunities to learn have been arranged (organizationally, logistically) to achieve a common goal’’ (Tatto, 1996, p. 176). Tatto, M. (1996). Examining values and beliefs about teaching diverse students: Understanding the challenges for teacher education. Educational Evaluation and Policy Analysis, 18, 155–180.
  5. 5. ‘‘Perhaps the most basic thing that can be said about human memory is that unless detail is placed into a structured pattern, it is rapidly forgotten’’ (Bruner, 1977, p. 37). Bruner, J. (1977). The process of education. Cambridge, MA: Harvard University Press
  6. 6.
  7. 7. The Educational Setting: Shifting 21st Century Learning Realities 20th Century Learning Single Source “Individually, read Chapter 3 and be ready to answer questions.” 21st Century Learning Crowd Source “With your team, find and read a relevant articles, find and explore a relevant website, find and watch a relevant video, go into the community, interview a relevant person and be prepared to discuss.” VS.
  8. 8. Authentic Learning: Elements 1.Subject of Learning •Real-world relevance •Ill-defined problems •Multiple sources & perspectives 1.Process of Learning •Sustained investigation •Collaboration •Reflection (metacognition) •Interdisciplinary perspective 1.Outcome of Learning •Polished products •Integrated assessment •Multiple interpretations and outcomes Lombardi, D. (2007). Authentic learning for the 21st Century: An overview. EDUCAUSE. Retrieved from: Reeves, T. C., Herrington, J., & Oliver, R. (2002). Authentic activities and online learning. Annual Conference Proceedings of Higher Education Research and Development Society of Australasia. Perth, Australia. Retrieved from
  9. 9. Significant Learning Self-Directed Guide to Designing Significant Learning Experiences Fink, D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA: Jossey-Bass.
  10. 10. Evidence-based Principles of Bringing Coherence to Student’s Learning Fink, D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA: Jossey-Bass.
  11. 11. Creating Curricular Coherence with an ePortfolio Clear Learning Goals • Goal Statements • ePortfolio Samples of Work • ePortfolio Templates that Structure Work Teaching & Learning Activities • Rich Learning Experiences with related Activities built into the Template • Choices in Learning Experiences, based on passions • Digital Storytelling approach to Learning Activity reflections • Learning Activities requiring linking across digital learning platforms • Games • Final Learning Reflection requiring Learning Integration Feedback & Assessment • Mentoring • Rubrics & Scales • Self-& Peer-Assessment • Formative & Summative Feedback
  12. 12. Goals for Learning Assessment & Measurement Community Engagement Instructional Practices Resource Deployment Creating Curricular Coherence Adapted from:
  13. 13. Strategies for Structuring ePortfolio Learning Contexts Community Engagement 1 Course/Program Community Building Among Students and Faculty Professional Community Engagement Scaffolding/ Resource Deployment List of available resources (digital and human) Time to answer questions 1 Wolfensberger, M. V. (2012). Teaching for Excellence. Waxmann Verlag. Retrieved from:
  14. 14. SXSW Interactive TCU – Authentic Learning in An Honors Colloquium Course- Capturing Personalized Learning Pathways nteractive_tcu/Welcome
  15. 15. SWSW Interactive TCU: Course-Based Example • Student Template:
  16. 16. Showcase – Course Portfolio Gracia Sohr – Junior Engineering Major, enrolled during Spring of 2015 in an Honors Colloquium SXSW Interactive TCU: Learning to Change the World through Technology, Innovation & Entrepreneurship Gracia’s Portfolio: 015/Welcome/published
  17. 17. Bringing Coherence to SXSW TCU Course GOALS
  18. 18. Bringing Coherence to SXSW TCU Course Learning Activities • Selection of conference theme(s) to follow, based on interests • Conference theme research • Conference planning • Professional networking • Conference attendance and blogging • On-Campus TED-talk about the theme • Learning reflection Scaffolding Activities • Community building: Facebook group • Professional community engagement: LinkedIn, Twitter, Structured Interviews, Email • ePortfolio tinkering labs • Presentation preparation workshops • New Venture Idea competition • Guest speakers
  19. 19. Bringing Coherence to SXSW TCU Course ASSESSMENT AVG. GRADE: 95% Lots of peer and faculty formative feedback offered
  20. 20. Student Feedback • “An incredible experience that has been a defining aspect of my time here at TCU” • “I was able to learn something from every single thing I did.” • “SXSW was an extremely rewarding and empowering experience and I cannot wait to go again next year.” • “By networking (…), I learned more about myself in those five days than I have in my entire life.” • “Not only did I grow in confidence, but I also left this course feeling empowered.” • “What I actually learned in this class surpassed everything that I believed I could learn.” • “SXSW taught me how to communicate, innovate, and connect in more ways than I have ever known before. This class allowed me to make connections not only with people in Austin, but also with people around the world.” • “This learning experience happened before, during, and after the conference and will continue to serve me throughout the rest of my college and work career.”
  21. 21. Cultural Pathways (CP3) through Eastern Europe – Authentic, Pesonalized Learning in a Study Abroad Program hways_2015_program_eportfolio/Abo ut_the_Program/published
  22. 22. Cultural Pathways: Program-Based Example • Student Template:
  23. 23. Showcase – Program Portfolio Diana Rogers– Sophomore Communication Studies major, completing during Spring-Summer-Fall of 2015 a non-credit Honors Abroad Program: Cultural Pathways through Eastern Europe: Warsaw, Krakow, Budapest & Prague Diana’s Portfolio:
  24. 24. Bringing Coherence to CP3 Program GOALS
  25. 25. Bringing Coherence to CP3 Program •Research & Presentations about cities visited •Guided tours •Interactive team activities •Cultural events •Free Time •Learning reflections •Pecha Kucha Learning Activities: • Study Abroad Orientation • Trip Planning • Intercultural Effectiveness Scale (IES) • In-country learning reflection dinners • Games • Photo contest Scaffolding Activities:
  26. 26. PRISM Pedagogy Applied to Intercultural Knowledge Competency (IKC) Building PERSPECTIVES RESOURCES INSIGHTS SKILL SETS MINDSETS The PRISM is a multi-modal approach to engaging students in experiential learning IKC Williams, Tracy Rundstrom (2014). “Learning through A PRISM.” Insights into Teaching and Learning. (Fall) , pp. 5-7.
  27. 27. Bringing Coherence to CP3 Program ASSESSMENT AVG. SCORE: 3.4 OUT OF 4
  28. 28. Student Feedback “To put briefly, my time spent in Europe with the CP3 family was the best three weeks of my life. Without fail, every day brought with it consistent fun, unforgettable moments, and opportunities for dramatic personal growth.”
  29. 29. In Summary Course design for authentic, significant learning can benefit from ePortfolio enhancement to help structure and capture the learning pathways, leading to not only achievement of desired course outcomes, but transformative learner empowerment. Challenge: need resources & understanding of [ePortfolio] pedagogy, technology, & your students.
  30. 30. 21st Century Meta Skills FEELING: including empathy, intuition, and social intelligence. SEEING: the ability to think whole thoughts, also known as systems thinking. DREAMING: the meta skill of applied imagination. MAKING: mastering the design process, including skills for devising prototypes. LEARNING: the autodidactic ability to learn new skills at will. Neumeier, M. (2013). Meta skills: The five skills for the robotic age. San Francisco, CA: New Riders
  31. 31. Thank You! Beata Jones, Ph.D. @BeataJones Questions?