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Developing digital teaching portfolio DCU

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Developing your Professional Portfolio in Teaching and Learning' workshop

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Developing digital teaching portfolio DCU

  1. 1. Developing your Professional Portfolio in Teaching and Learning Dr Muireann O’Keeffe Teaching Enhancement Unit, DCU 2017
  2. 2. Teaching enhancement unit Interests Professional learning, Social media, professionalization of teaching
  3. 3. This morning’s schedule  Introductions  Why develop a teaching & learning portfolio?  Examples of portfolios  Teaching Philosophy statement  Reflective practice  Thinking digital about your portfolio  Setting goals for your portfolio
  4. 4. Introductions  Hello: your name, subject area & teaching experience  What is your understanding of a teaching portfolio?
  5. 5. Why Portfolios?  Showcasing experience & professional development for career purposes  Can help one reflect on and improve one’s teaching.  Show development over time  Towards teaching and learning awards
  6. 6. Trends in academic development 2010+ (McLaren, 2005) Trends Reflective practice European Modernisation report, 2013 Hunt report Teaching philosophy National Forum PDF Accreditation
  7. 7. Purposes of portfolios
  8. 8. Portfolios & Career According to a search on Chronicle.com of 2978 ads for academic jobs  388 include the words “teaching philosophy,”  5 include the words “teaching statement,”  8 include the words “teaching portfolio.” From http://cft.vanderbilt.edu/guides-sub-pages/teaching-portfolios/
  9. 9. Portfolios for Awards  DCU President’s Awards for Excellence in Teaching and Learning  NAIRTL National Awards for Excellence in Teaching  New Zealand Teaching & Learning awards  Teaching Fellows, HE Academy UK
  10. 10. DCU Awards Lecturers are invited to submit a form for review by the awards panel answering 4 questions 1. What is your philosophy/ approach to teaching? 2. What is your approach to your subject? 3. What is your approach to self development relevant to teaching and learning? 4. What is your approach to assessment and feedback?
  11. 11. DCU Awards: Teaching excellence criteria Types of activities/qualities that might contribute to Teaching Excellence Confidence, enthusiasm and passion in the delivery of the subject. Empathy, respect and support for students. A reflective approach to teaching/learning. Use of contemporary theory and practice relevant to the discipline area. Development/adoption of innovative approaches to teaching and assessment. Recognition of the importance of assessment and feedback for enhancing learning and improving teaching. Integration of research and teaching.
  12. 12. Ireland: National Forum professional development framework
  13. 13. UK professional standards framework  Associate Fellow  Fellow  Senior Fellow  Principal fellow
  14. 14. Ako Aotearoa Tertiary Teaching Excellence Criteria New Zealand  Design for Learning  Facilitating learning  Assessing Student Learning  Evaluating Teaching and Learning  Professional Development and Leadership
  15. 15. New Zealand example Portfolios What ideas do these examples give you for your portfolio? Online example (US context): http://faculty.virginia.edu/marva/Teaching%20Portfolio/teachin g_portfolio.htm
  16. 16. Question: As a teacher what would you like on your tombstone?
  17. 17. What makes a good teacher? Think about the teachers that had a profound effect on you  What were their qualities?
  18. 18. Who am I when I teach?  What do you want to be remembered for as a teacher?
  19. 19. Teaching philosophy
  20. 20. Writing a teaching philosophy  What do you believe about teaching?  What do you believe about learning? Why?  How is that played out in your classroom?  What are my goals as a teacher (educator, researcher), and what do I expect to be the outcomes of my teaching?  What do you struggle with in terms of teaching and student learning?
  21. 21. Writing a teaching philosophy Example: Read the Richard Lombard-Vance example  How could you adapt this example for your own purposes and disciplinary context? Or you could use the prompt questions to assist writing a teaching philosophy.
  22. 22. Teaching Philosophy: To consider  Does DCU* have a mission & strategy?  If so, can you address the mission in your statement?  Ground your teaching philosophy in your discipline  Remember that teaching is about the students  Peer review: Get a second opinion *or the strategy of another university
  23. 23. Activity  Mind map: A plan for your teaching philosophy
  24. 24. My philosophy headings Philosophy presence diversity constructivist interactivityRespect Responsibility reflective
  25. 25. Tara Brabazon
  26. 26. Why digital teaching portfolios?  Enables connections, sharing and learning with other educators about learning and teaching practices. Did you know that:  social networking tools can be used to showcase your teaching and learning practices to a global audience?  By joining and participating online you become part of professional learning networks?  Blogs, Twitter, LinkedIn can all be used to extend professional teaching practice?
  27. 27. AS AN EDUCATOR, WHAT DOES YOUR DIGITAL PROFILE LOOK LIKE TO OTHERS INTERESTED IN TEACHING AND LEARNING PRACTICES? Image from: mkhmarketing.wordpress.com CC BY 2.0)
  28. 28. Examples of online educators  Michael Seery - DIT, Edinburgh  http://michaelseery.com/home/  https://www.youtube.com/watch?v=XKTMImvFYok  Benefits of sharing practice online  Intervarsity Peer-assessment activities  Sharing of Practice Peerwise, contribution to community  Writing educational blogs, keynotes, conferences invites  Career progressions
  29. 29. Michael Seery –The Connected Educator
  30. 30. EPortfolios for career
  31. 31. Your Online Presence? (Goodier & Czerniewicz 2014)
  32. 32. (Goodier & Czerniewicz 2014)
  33. 33. EPortfolios ‘An e-portfolio is a purposeful aggregation of digital items – ideas, evidence, reflections, feedback etc., which “presents” a selected audience with evidence of a person’s learning and/or ability.’ Sutherland, S. and Powell, A. (2007)
  34. 34. ePortfolios  Increased Accessibility – on web  Multimedia Files: video, podcasts, images for content and reflection  Nonlinear presentation  Digital presentations of skills and competences  Social media, collaboration, communities Employers may expect an online profile….  Issues: Copyright and Privacy Issues – plagiarism
  35. 35. ePortfolio example
  36. 36. ePortfolio example
  37. 37. ePortfolio example
  38. 38. DCU LOOP REFLECT (Mahara)
  39. 39. ePortfolio tools
  40. 40. Employers want ePortfolios
  41. 41. Eportfolios for careers
  42. 42. Eportfolios for careers
  43. 43. Academic Online portfolios  https://patthomson.net/about/  https://edifiedlistener.blog/ - Navigating The Blogosphere and Social Media for Professional Growth  Good teaching in digital age - http://www.peterbryant.org/?p=667
  44. 44. Starting your Portfolio: Activity Let’s get started Setting Goals – what next?  Mind-map of teaching Philosophy  Other pieces of evidence  Designing Learning  Facilitating Learning  Assessing Learning  Feedback  Evaluation  Leadership & Mentoring*  Engagement in CPD*
  45. 45. Designing Learning  Who are the students?  What will learning outcomes be?  What are the activities I can design?  What is the content?  Constructive alignment – link between learning outcomes, teaching approaches and assessment
  46. 46. Facilitating Learning  How do I engage students?  Class exercises, case studies, discussions  Think-pair-share  Larger whole group class discussion  Personal response systems (clickers)  Real world examples – authentic learning
  47. 47. Assessment & Feedback  Summative & formative assessment  Demonstrate previous student examples  Assessment rubrics  Scaffolding assessment  Continuous assessment  Feed forward  Feedback – Timely
  48. 48. Evaluation Evaluation to change practice  Informal feedback from students (listen!)  Students surveys  Module feedback  Employers  Society  Reflective practice
  49. 49. Leadership, Mentoring, CPD  Conferences  Sharing expertise  Committees  Proactive involvement  Student conferences  How do I engage in CPD?  What counts as CPD:  workshops,  conferences,  working in curriculum design teams,  virtual professional development,  how do you stay up-to-date,  communities of practice
  50. 50. Reflective practice Gibbs Reflective Cycle
  51. 51. Summary Start portfolio now!!  Set a goal for one item of portfolio  Meet in 1 month
  52. 52. Recommended reading
  53. 53. Acknowledgments & other resources Thanks to Dr Pip Ferguson, Prof Mark Brown for supplying resources from New Zealand context  Portfolio pointers, New Zealand: https://akoaotearoa.ac.nz/ako-hub/ako-aotearoa-northern- hub/resources/pages/portfolio-pointers-preparing-and-presenting-high-q  What is a teaching portfolio? http://oic.id.ucsb.edu/teaching-portfolios/what-teaching-portfolio  DCU teaching portfolios http://www.dcu.ie/ovpli/teu/Teaching-portfolios/index.shtml  Teaching portfolios (USA context): http://trc.virginia.edu/resources/developing-a-teaching-portfolio/ Teaching Philosophy Samples https://cei.umn.edu/support-services/tutorials/writing-teaching- philosophy/teaching-philosophy-samples Teaching philosophy with video: http://www.ucl.ac.uk/~uctpdro/teaching.html

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