STEMx conference presentation

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  • Dr. Tony Wagner (2008) Harvard’s Change Leadership Group
  • Nouns to Verbs added Creating removed synthesizing need to add it back Gardner The 5 minds
  • STEMx conference presentation

    1. 1. STEMx Conference Presentation Exploring STEMx Competencies through ePortfolios Betty Hurley-Dasgupta, Ed.D., Professor SUNY Empire State College, New York betty.hurley-dasgupta@esc.edu
    2. 2. Poll Please select the letter that best describes you: A. Never used an ePortfolio B. Some experience with using ePortfolios C. Already using ePortfolios with my students
    3. 3. Future of eLearning and eTeaching…. Regarding the Global Achievement Gap (Tony Wagner, 2008)… the “Best schools” are not teaching or including in their curriculums the must have skills of the future which are: Critical thinking and problem solving Collaboration across networks and leading by influence Agility and adaptability Initiative and entrepreneurialism Effective oral and written communication Accessing and analyzing information Curiosity and imagination
    4. 4. • Bloom, Benjamin S. Taxonomy of Educational Objectives (1956). Published by Allyn and Bacon, Boston, MA. Copyright (c) 1984 by Pearson Education. Anderson, L.W., and D. Krathwohl (Eds.) (2001). A Taxonomy for Learning, Teaching and Assessing: a Revision of Bloom's Taxonomy of Educational Objectives. Longman, New York. Churches, A. (2008). Blooms taxonomy blooms digitally. Retrieved from http://www.techlearning.com/article/8670
    5. 5. Churches, A. (2008). Blooms taxonomy blooms digitally. Retrieved from http://www.techlearning.com/article/8670
    6. 6. Deep and Surface Learning Deep.. Focus is on “what is signified” Relates previous knowledge to new knowledge Relates knowledge from different courses Relates theoretical ideas to everyday experience Relates and distinguishes evidence and argument Organizes and structures content into coherent whole Emphasis is internal, from within the student Surface.. Focus is on the “signs” (or on the learning as a signifier of something else) Focus on unrelated parts of the task Information for assessment is simply memorized Facts and concepts are associated unreflectively Principles are not distinguished from examples Task is treated as an external imposition Emphasis is external, from demands of assessment (Ramsden (1988), as cited in Atherton, 2005.)
    7. 7. Model for Learning
    8. 8. Helen Barrett Graphic- PLEs https://sites.google.com/site/wheportfolios/home/resources-and-references/helen-barrett
    9. 9. Journaling “Reflective journals have been employed by educators to deepen the quality of students learning by: (a) promoting critical thinking; (b) encouraging a questioning attitude, enabling students to understand their own learning processes (metacognition); and (c) strengthening active involvement in learning through personal ownership of the learning experience (Boud, 2001; Moon, 1999). Reflective journaling has been shown to contribute to the exercise of voice (Peterson & Jones, 2001), and the narrative nature of journaling has been shown to contribute to development of a professional identity (Blevins, 2007; Redman, 2005).” Carter, T.J. & Marlowe, E. (2010) http://reflectivelearningwithdigitalmedia.pbworks.com/
    10. 10. Defining Critical Thinking “Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.” (Scriven & Paul, 1987) PLE Visualized: From Private to Public. Nessman, S.L. (2008) http://www.flickr.com/photos/nessman/2590572476/ http://www.edtechpost.ca/wordpress/2008/06/18/my-ple-diagram/
    11. 11. Common Core and STEM Standards Digital learners of the 21st century need skills for: Critical Thinking Communication Innovation Collaboration
    12. 12. ePortfolios Provide an Environment For… Critical Thinking Communication Innovation Collaboration
    13. 13. In Addition… ePortfolios provide an environment for:  reflection (journaling)  formative assessment  learner-created work
    14. 14. Student Journal Example
    15. 15. Possible Providers  Google sites with Evernote or Blogger  Weebly  Mahara Others: Digication, Wordpress, Epsilen, PebblePad, etc.
    16. 16. Example of ePortfolio Page- Science
    17. 17. Example of ePortfolio Page
    18. 18. Mini-Course: Some Details
    19. 19. Use of Rubrics • Rubric for an ePortfolio page • Rubric for a journal • Community engagement rubric 19
    20. 20. Sample Profile Page
    21. 21. References • HP Academy Mini-course: http://catalyst- academy.org/course/exploring-stem-competencies-through- eportfolios/y • Diigo page: https://groups.diigo.com/group/hp_eportfolios • Public Mahara resource page: http://mahara.ecu.edu/view/view.php?id=115 • NOTE: slides available on SlideShare: http://www.slideshare.net/bhlawrence/presentations 21

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