Bridging the GapePortfolios, Developing a Community of Practice Modelin Support of Lifelong LearningJosh Yavelberg
21stCentury•Academically Adrift•STEM•A Whole New Mind
Partnershipfor 21stCenturySkills•Core Subjects and21stCentury Themes•Learning andInnovation Skills•Life and CareerSkills•I...
Partnershipfor 21stCenturySkills•Core Subjects and21stCentury ThemesGlobal AwarenessFinancial,Economic, Businessand Entr...
Partnershipfor 21stCenturySkills•Learning andInnovation SkillsCreativity andInnovationCritical Thinkingand Problem Solvi...
Partnershipfor 21stCenturySkills•Life and CareerSkillsFlexibility andAdaptabilityInitiative and SelfDirectionSocial and...
Partnershipfor 21stCenturySkills•Information, Media,and Technology SkillInformation Lit.Media Lit.Information,Communica...
Partnershipfor 21stCenturySkills
ePortfolios•Reflect•Assess•Showcase•Critique
ePortfolios
ARTStudio ThinkingDevelop CraftEngageandPersistEnvisionExpressObserveReflectStretch andExploreUnderstand The ArtWorld
ARTFramework
Model for IntegrationGuidanceGuidanceCollaborationCollaboration
Communities of PracticePurpose:“To create, expand, and exchange knowledge,and to develop individual capabilities” (Wenger,...
How does this relate?• Faculty = Community Coordinators• Foundations faculty must initiate members,and develop 21stcentury...
Is it working?• Currently… no• Caught in a “Vicious Cycle” rather than a“Virtuous Cycle” (Wenger, 2002, p. 165)• Degrees o...
Works Cited:• Arum, R. & Roksa, J. (2011). Academically adrift : limited learning on college campuses. Chicago: University...
Josh YavelbergFlyingCloudSolutions.com or ArtHistorySurvey.comjosh@yavelbergstudios.com
ePortfolios as a vehicle to foster communities of practice in education
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ePortfolios as a vehicle to foster communities of practice in education

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This is a discussion of an e-portfolio platform developed through the combination of several theories to engage learners in concepts of life-long learning.

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ePortfolios as a vehicle to foster communities of practice in education

  1. 1. Bridging the GapePortfolios, Developing a Community of Practice Modelin Support of Lifelong LearningJosh Yavelberg
  2. 2. 21stCentury•Academically Adrift•STEM•A Whole New Mind
  3. 3. Partnershipfor 21stCenturySkills•Core Subjects and21stCentury Themes•Learning andInnovation Skills•Life and CareerSkills•Information, Media,and TechnologySkills
  4. 4. Partnershipfor 21stCenturySkills•Core Subjects and21stCentury ThemesGlobal AwarenessFinancial,Economic, Businessand EntrepreneurialLit.Civic Lit.Health Lit.Environmental Lit.
  5. 5. Partnershipfor 21stCenturySkills•Learning andInnovation SkillsCreativity andInnovationCritical Thinkingand Problem SolvingCommunication andCollaboration
  6. 6. Partnershipfor 21stCenturySkills•Life and CareerSkillsFlexibility andAdaptabilityInitiative and SelfDirectionSocial and CrossCultural SkillsProductivity andAccountabilityLeadership andResponsibility
  7. 7. Partnershipfor 21stCenturySkills•Information, Media,and Technology SkillInformation Lit.Media Lit.Information,Communications andTechnology (ICT)Lit.
  8. 8. Partnershipfor 21stCenturySkills
  9. 9. ePortfolios•Reflect•Assess•Showcase•Critique
  10. 10. ePortfolios
  11. 11. ARTStudio ThinkingDevelop CraftEngageandPersistEnvisionExpressObserveReflectStretch andExploreUnderstand The ArtWorld
  12. 12. ARTFramework
  13. 13. Model for IntegrationGuidanceGuidanceCollaborationCollaboration
  14. 14. Communities of PracticePurpose:“To create, expand, and exchange knowledge,and to develop individual capabilities” (Wenger, 2002, page 42)
  15. 15. How does this relate?• Faculty = Community Coordinators• Foundations faculty must initiate members,and develop 21stcentury skills necessary to beconnected, involved, and successful:– Creativity and innovation– Critical thinking and problem solving– Communication and collaboration
  16. 16. Is it working?• Currently… no• Caught in a “Vicious Cycle” rather than a“Virtuous Cycle” (Wenger, 2002, p. 165)• Degrees of community participation (acommon theme with online platforms)– Lurkers– Contributors– Creators• Limited scope of this particular pilot platform
  17. 17. Works Cited:• Arum, R. & Roksa, J. (2011). Academically adrift : limited learning on college campuses. Chicago: University of Chicago Press.• Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. NewYork: Harper and Row.• Efland, A. (2002). Art and cognition : integrating the visual arts in the curriculum  .New York; Reston VA: Teachers College Press; National Art Education Association.• Eisner, E. (2002). The arts and the creation of mind. New Haven: Yale UniversityPress.• Gardner, H. (1982). Art, mind, and brain. New York: Basic Books.• Hetland, L., Winner, E., Veenema, S., & Sheridan, K. (2007). Studio thinking : the real benefits of visual arts education. New York: Teachers College Press.• Partnership for 21stCentury Skills: p21.org• Pink, D. (2005). A whole new mind : moving from the information age to the conceptual age. New York: Riverhead Books.• Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities ofpractice a guide to managing knowledge. Boston, Mass.: Harvard Business SchoolPress. Retrieved from http://www.books24x7.com/marc.asp?bookid=3483• Yavelberg, J. (2011). Bridging the gap: concepts for integrating portfolio technologyinto the studio art curriculum to develop 21stcentury skills. Unpublished Paper
  18. 18. Josh YavelbergFlyingCloudSolutions.com or ArtHistorySurvey.comjosh@yavelbergstudios.com

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