Towards a philosophy of lifelong learning with eportfolios
1. TOWARDS A PHILOSOPHY OF
LIFELONG LEARNING
WITH EPORTFOLIOS
Darren Cambridge, National Council ofTeachers of English
ICT for Lifelong Learning, Siberian Federal University, September 17, 2014
2.
3. BRACHES
• Ontology: Knowledgeability
and identity pathways
• Ethics: Expressibility of
authenticity and integrity
• Epistemology:Validity
through deliberation
• Politics: Networked
improvement
6. Etienne and Beverly Wenger-Trayner
Client
Knowledgeability
negotiating identity in a complex landscape
Training
Alumni
Workplace
Research
discipline 1
Regulatory
body
Professional
body
Research
discipline 2
Wikipedia
Communities
of practice
NGO’s
Google
Informal
communities
Institutes
Informal
curriculums
Personal
networks
Bloggers
Twitter
7. FROM INEFFABLETO
ESSENTIALLY CONTESTED
• Ineffable outcomes:Things we
all think are important but
don’t think we can measure
• E.g., ethics, leadership, social
responsibility
• Essentially contested concept
(Gallie, 1956)
• More optimal development
because of contestation
8. Etienne and Beverly Wenger-Trayner
Our Goal: Open Identity Pathways (Bill Peneul)
9. Eportfolio as a
digital means for creating and using
evidence of knowledgeability
to access identity pathways
11. AUTHENTICITY
• Finding truth through examination of
what is unique about oneself
• Enacting that difference through creative
expression
• Protecting choice as a core value
12.
13. SOCIAL AUTHENTICITY
Becoming an authentic
individual is not a matter of
recoiling from society in order
to find and express the inner
self.What it involves is the
ability to be a reflective
individual who discerns what is
genuinely worth pursuing within
the social context in which he
or she is situated.
19. INTEGRITY
• Consistency and coherence
over time
(lifelong)
• Consistency and coherence
across roles
(lifewide)
• Achieved and asserted
through narrative
20. FROM SUBJECTTO AUTHOR
• Ordering role of institutions and traditions shifted
to individual
• From being our values, relationships, and
experiences to having them
• Overarching principles that mediate competition
• Thinking about the self as a system you compose
and conduct
21. ENVIRONMENTS FOR GROWTH
• In both personal and professional domains
• Learning as attitude toward life
• Supported by inviting environments rich in
content and people
• Technology as a means to guide and support
• Communicated by the portfolios as a
whole
• Can inform her profession
25. SOCIAL DATA FOR INTEGRITY:
EMERGENT PROFESSIONAL PROFILES
Stipulated
• Pre-defined links
to standards or
activities
Emergent
• Individual patterns
based on
observed success
Collective
• Group patterns
based on
observed
success
29. • Individuals need an active role in determining how decisions
are made based on their “traces.”
• We probably can’t control what theTargets do, but we can
determine how our educational institutions function.
30. Our goal is to develop an understanding of validity
that begins with the questions that are being asked; that
can develop, analyze, and integrate multiple types of
evidence at different levels of scale; that is dynamic in the
sense that questions, available evidence, and
interpretations can evolve dialectically as inquirers learn
from their inquiry; that allows attention to the
antecedents and anticipated and actual consequents …
and that situates the assessment in the broader context
in which it is used.
Moss, et.al.,“Validity in Educational Assessment”
31. –Moss, et.al.,“Validity in Educational Assessment”
A validity theory can also be construed as the
representation of an epistemology—a philosophical
stance on the nature and justification of knowledge
claims—which entails a philosophy of science.
32. DELIBERATIVE ASSESSMENT
From:
Focus on specifying type of
evidence to be considered
To:
Focus on norms of system of
conversations about evidence
that lead to decisions
33. DELIBERATIVE ASSESSMENT
• Standardized: Objectivist/utilitarian
• Expressive: Subjectivist/intuitionist
(Gray 2002)
• Deliberative assessment
• Learning complex and situated
• Judgment based in embodied expertiseStudents as authoritative
informants about their own learning (Yancey 1998)
• Institutional values and outcomes the result of deliberation based
on these sources of expertise
34. DELIBERATIVE DEMOCRACYTHEORY
AND EPORTFOLIO ASSESSMENT
• Portfolio as a mediator of collective decision making
• Deliberative democracy
• Decision making
• Legitimation
• Principles to apply to a deliberative system
35. PRINCIPLES OF DELIBERATION
Publicity
• Deliberative system which informs and
holds accountable
Inclusiveness
• All impacted by decisions can participate
Reasonableness
• Economy of moral objections
• Respect for reasonable disagreement
Provisionality
• Openess to changing positions and
decisions
36. A NEW ROLE FOR COMPETENCIES
• Standardized: Matching performance to a pre-
defined set of outcomes
• Deliberative: Capture standards all stakeholders
value as enacted in practice and examining
alignment of both student and programmatic
performance
37. COMPETENCIES IN ORGANIZATIONAL LEARNING
• Standardized:Articulating expectations to students
• Deliberative: Means for mutually accountable connection between
individual and organizational learning
• Boundary objects:“Boundary objects are objects that are both plastic
enough to adapt to local needs and constraints of the several parties
employing them, yet robust enough to maintain a common identity
across sites” (Leigh Star 1989)
48. Stylus, 2009
R. Rice & K.Willis (Eds.). (2013). ePortfolio
Performance Support Systems: Constructing,
Presenting, and Assessing Portfolios in Public
Workplaces.West Lafayette, IN: Parlor Press.
dcambrid@ncte.org
@dcambrid
Jossey-Bass, 2010
Winner of MacArthur Digital Media and
Learning Writing Prize
