ePortfolios for Leadership Identity Development with OSP:  Some Very Preliminary Findings Darren Cambridge George Mason Un...
Lives We Lead <ul><li>Three-year project at George Mason University  </li></ul><ul><li>Co-curricular leadership portfolio ...
I/NCEPR <ul><li>Institutional research teams examining the impact of electronic portfolio practice on learning </li></ul><...
Methodology <ul><li>Design research  </li></ul><ul><ul><li>Intervention design informed by theory  </li></ul></ul><ul><ul>...
Leadership theory <ul><li>Leadership Identity Development  </li></ul><ul><ul><li>Based on research on undergraduate studen...
Theories of Reflection <ul><li>Kolb’s stages of reflection  </li></ul><ul><ul><li>Description </li></ul></ul><ul><ul><li>A...
Program Design <ul><li>Semester-long, co-curricular portfolio keeping experience </li></ul><ul><li>Three face-to-face, day...
Beginning of Semester <ul><li>Expanding thinking about evidence  </li></ul><ul><li>Reflective writing in response to selec...
Mid-semester <ul><li>Reconceptualizing as leadership  </li></ul><ul><li>Organizing evidence and reflections in relationshi...
End of Semester <ul><li>Presentation portfolio for an audience of their choice  </li></ul><ul><li>Identity, relationships,...
Very Preliminary Findings <ul><li>First iteration ended in May 2007  </li></ul><ul><li>Analyzed so far </li></ul><ul><ul><...
Evidence, Audience, and Mentoring <ul><li>Despite honorarium, significant lack of retention (From 33 to 16)  </li></ul><ul...
Strong Perceived Impact 87% More confident in my ability to use electronic environments for my learning 100% Greater aware...
From Position to Integration  <ul><li>Students see their identities to be inseparable from multiple kinds of relationships...
Academics as Test of Self <ul><li>We intended for curricular content to be an central source of evidence and ideas and str...
Steadfastness <ul><li>Consistency of commitment over time seen as a central leadership virtue </li></ul><ul><ul><li>Tenaci...
Change <ul><li>While steadfastness is central, so is change  </li></ul><ul><li>Leadership requires growth  </li></ul><ul><...
Evidence <ul><li>Primarily reproductions and attestations  </li></ul><ul><li>Symbolic rather than persuasive  </li></ul><u...
Buncencia Seabreeze’s Portfolio
Questions Moving Forward <ul><li>How do students who self-identify leaders and those who don’t differ?  </li></ul><ul><li>...
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ePortfolios for Leadership Identity Development with OSP: Some Very Preliminary Findings

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Presentation at the Sakai Conference, Amsterdam, June 13, 2007

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ePortfolios for Leadership Identity Development with OSP: Some Very Preliminary Findings

  1. 1. ePortfolios for Leadership Identity Development with OSP: Some Very Preliminary Findings Darren Cambridge George Mason University [email_address]
  2. 2. Lives We Lead <ul><li>Three-year project at George Mason University </li></ul><ul><li>Co-curricular leadership portfolio development using Open Source Portfolio </li></ul><ul><li>Research as part of the third cohort of the Inter/National Coalition for Electronic Portfolio Research </li></ul>
  3. 3. I/NCEPR <ul><li>Institutional research teams examining the impact of electronic portfolio practice on learning </li></ul><ul><li>46 institutions in four cohorts </li></ul><ul><li>Third cohort focuses on student affairs -academic affairs collaboration </li></ul><ul><li>US, Canada, England, Scotland, Netherlands </li></ul><ul><li>Book to be published by Stylus in 2008 </li></ul>
  4. 4. Methodology <ul><li>Design research </li></ul><ul><ul><li>Intervention design informed by theory </li></ul></ul><ul><ul><li>Evaluated for effectiveness and contributes to further development of theory </li></ul></ul><ul><li>Grounded theory </li></ul><ul><ul><li>Collaborative coding of portfolio, video, and interview data by inter-disciplinary team </li></ul></ul><ul><ul><li>Theoretical sampling </li></ul></ul>
  5. 5. Leadership theory <ul><li>Leadership Identity Development </li></ul><ul><ul><li>Based on research on undergraduate student leaders at the University of Maryland </li></ul></ul><ul><ul><li>From positional leadership to multi-dimensional perspective </li></ul></ul><ul><ul><ul><li>Identity </li></ul></ul></ul><ul><ul><ul><li>Relationships </li></ul></ul></ul><ul><ul><ul><li>Community </li></ul></ul></ul><ul><li>Evidence in leadership portfolios </li></ul><ul><ul><li>Leadership portfolios in Ohio high schools </li></ul></ul><ul><ul><li>Products, reproductions, attestations </li></ul></ul>
  6. 6. Theories of Reflection <ul><li>Kolb’s stages of reflection </li></ul><ul><ul><li>Description </li></ul></ul><ul><ul><li>Analysis </li></ul></ul><ul><ul><li>Judgment </li></ul></ul><ul><ul><li>Planning </li></ul></ul><ul><li>Yancey’s types of reflection </li></ul><ul><ul><li>constructive reflection </li></ul></ul><ul><ul><li>reflection-in-presentation </li></ul></ul>
  7. 7. Program Design <ul><li>Semester-long, co-curricular portfolio keeping experience </li></ul><ul><li>Three face-to-face, day-long meetings </li></ul><ul><li>Faculty, staff, and peer mentors </li></ul><ul><li>Students who self-identify as leaders and students who don’t, first-year to graduate student </li></ul><ul><li>Sequenced use OSP tools with r-smart CLE </li></ul><ul><ul><li>Hierarchical wizards </li></ul></ul><ul><ul><li>Matrixes </li></ul></ul><ul><ul><li>Portfolios </li></ul></ul>
  8. 8. Beginning of Semester <ul><li>Expanding thinking about evidence </li></ul><ul><li>Reflective writing in response to selections from a large number of prompts </li></ul><ul><li>Organized around identity, relationships, community </li></ul><ul><li>Hierarchical matrix </li></ul>
  9. 9. Mid-semester <ul><li>Reconceptualizing as leadership </li></ul><ul><li>Organizing evidence and reflections in relationship to shared conceptual framework </li></ul><ul><ul><li>Matrix thinking </li></ul></ul><ul><li>Matrix </li></ul>
  10. 10. End of Semester <ul><li>Presentation portfolio for an audience of their choice </li></ul><ul><li>Identity, relationships, community, future directions </li></ul><ul><li>Portfolio using template </li></ul>
  11. 11. Very Preliminary Findings <ul><li>First iteration ended in May 2007 </li></ul><ul><li>Analyzed so far </li></ul><ul><ul><li>Evaluation surveys </li></ul></ul><ul><ul><li>Selected final portfolios </li></ul></ul><ul><li>Coding of additional portfolios, video data, and conducting interviews with students through December 2007 </li></ul><ul><li>Key themes in student leadership identity, rather than impact of portfolio process </li></ul>
  12. 12. Evidence, Audience, and Mentoring <ul><li>Despite honorarium, significant lack of retention (From 33 to 16) </li></ul><ul><li>Broader conception of and new value placed in evidence in relationship to leadership-related activities </li></ul><ul><li>Strong sense of pride in final product </li></ul><ul><li>Peer mentoring invaluable </li></ul><ul><ul><li>Mirrors research as LaGuardia and other I/NCEPR campuses </li></ul></ul>
  13. 13. Strong Perceived Impact 87% More confident in my ability to use electronic environments for my learning 100% Greater awareness of how to select evidence that demonstrates my learning 82% More confident in ability to use reflective practice for self-discovery and learning 75% Enhanced awareness of how to present ideas to different audiences 88% Stronger awareness of my leadership potential 87% Stronger sense of self as a leader 73% Strengthened ability to connect learning experiences inside and outside of the classroom
  14. 14. From Position to Integration <ul><li>Students see their identities to be inseparable from multiple kinds of relationships and community memberships </li></ul><ul><ul><li>Family relationships, friendships, academic and professional community membership </li></ul></ul><ul><ul><li>Navigation between cultures and putting them into conversations </li></ul></ul><ul><ul><li>Portfolios as a sight of integration </li></ul></ul><ul><li>Shift from positional definition of leadership to grounding in this integrated network </li></ul><ul><li>Mirrors findings of research in eFolio Minnesota and LaGuardia </li></ul>
  15. 15. Academics as Test of Self <ul><li>We intended for curricular content to be an central source of evidence and ideas and strategies, but it didn’t show up this way </li></ul><ul><li>Class work functioned as </li></ul><ul><ul><li>A demonstration of character virtues </li></ul></ul><ul><ul><li>An experience </li></ul></ul><ul><ul><li>A goal putting aspiration towards those virtues in action </li></ul></ul>
  16. 16. Steadfastness <ul><li>Consistency of commitment over time seen as a central leadership virtue </li></ul><ul><ul><li>Tenacity, perseverance, patience, follow through </li></ul></ul><ul><ul><li>Standing up to opposition and peer pressure </li></ul></ul><ul><ul><li>Essential to ability to create change </li></ul></ul><ul><li>Much more prominent than persuasiveness </li></ul><ul><li>Spirituality and family key arenas for demonstrating steadfastness </li></ul>
  17. 17. Change <ul><li>While steadfastness is central, so is change </li></ul><ul><li>Leadership requires growth </li></ul><ul><li>Students universally embraced change as both a personally and societal goal </li></ul><ul><li>Local and global, but very little in between </li></ul>
  18. 18. Evidence <ul><li>Primarily reproductions and attestations </li></ul><ul><li>Symbolic rather than persuasive </li></ul><ul><li>Heuristics for reflection </li></ul>
  19. 19. Buncencia Seabreeze’s Portfolio
  20. 20. Questions Moving Forward <ul><li>How do students who self-identify leaders and those who don’t differ? </li></ul><ul><li>Why is course content not see as relevant, and how might we change that? </li></ul><ul><li>Do the ways students use evidence match the expectations of their intended audiences? </li></ul><ul><li>In terms of developing leadership competence, how important is self-identification? Does it matter when we call it leadership? </li></ul><ul><li>How well do the different OSP tools support the development process? </li></ul>

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