Arnold_Kumar_NLC2014

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Presentation at Networked Learning Conference 2014 in Edinburgh:
Crossing Professional Thresholds with Networked Learning? An Analysis of Student E-Portfolios Using the Threshold Concept Perspective

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Arnold_Kumar_NLC2014

  1. 1. Crossing professional thresholds with networked learning? An analysis of student e-portfolios using the threshold concept perspective. Patricia Arnold1 /Swapna Kumar2 1Munich University of Applied Sciences, Germany 2 School of Teaching & Learning, University of Florida, USA Networked Learning Conference 2014, Edinburgh Partially funded by
  2. 2. Slide 2 Networked Learning Conference 2014 Patricia Arnold, arnold@hm.edu 1. Research Aims 2. Context – Online BA Degree Program Social Work 3. Threshold Concepts as Analytical Framework 4. Methodology - E-Portfolio Analysis 5. Findings – Threshold Crossings & Refinement of Methodology? 6. Conclusions Overview
  3. 3. Slide 3 Networked Learning Conference 2014 Patricia Arnold, arnold@hm.edu 1. To gain evidence whether or not professional students “cross professional thresholds” in an online degree program in social work 2. To develop a method for regular impact studies in this setting (explorative pilot study) Research Aims
  4. 4. Slide 4 Networked Learning Conference 2014 Patricia Arnold, arnold@hm.edu Context - Online Degree Program BA Social Work Context  75% online modules, 25% on-site seminars  Requirements: minimum of 3 years work experience in the social field, working in the social field alongside the study program  Networked cooperation with 7 universities across Germany  www.basa-online.de Learning environment  Learning Management System OLAT  Live Classroom Adobe Connect  Peer-to-peer counseling Kokom.net  Mahara for e-portfolios  On-site seminars a week-end per month BA Social Work
  5. 5. Slide 5 Networked Learning Conference 2014 Patricia Arnold, arnold@hm.edu Context - Module Scientific Theory & Practice Transfer Content Task 1 peer-to-peer counselling Discuss real-life challenge, using -peer-to- peer counselling 2 Key concepts of social work (inclusion, empowerment etc.) Produce guidelines, resource website for practitioners 3 Professional identity Discuss role-conflict, using -peer-to-peer counselling 4 “Reflection-on-action” Create e-portfolio : look back, reflect and evaluate personal learning trajectory Assessment
  6. 6. Slide 6 Networked Learning Conference 2014 Patricia Arnold, arnold@hm.edu Figure 1: Structure of e-portfolios ***************Comprehensive narrative on personal learning trajectory across the module************ Learning Product A Learning Product B Learning Product C Student's comments as to selection, significance, production process and context, etc. Student's comments as to selection, significance, production process and context, etc. Student's comments as to selection, significance, production process and context, etc. Feedback by peers, lecturers or retrospective self-evaluation Feedback by peers, lecturers or retrospective self-evaluation Feedback by peers, lecturers or retrospective self-evaluation Context - Structure of E-Portfolios
  7. 7. Slide 7 Networked Learning Conference 2014 Patricia Arnold, arnold@hm.edu Image: Land / Meyer 2010 pax intrantibus, salus exeuntibus (1609) Threshold Concepts as Analytical Framework Threshold concepts …like a „portal“
  8. 8. Slide 8 Networked Learning Conference 2014 Patricia Arnold, arnold@hm.edu Image: Land / Meyer 2010 (Meyer & Land, 2003) Threshold Concepts as Analytical Framework Threshold concept  “a new and previously inaccessible way of thinking”  “a transformed way of understanding, or interpreting, or viewing something”  Transformative – Integrative – Troublesome - Irreversible
  9. 9. Slide 9 Networked Learning Conference 2014 Patricia Arnold, arnold@hm.edu Image: Land / Meyer 2010 Threshold Concepts as Analytical Framework Threshold crossings  “as students’ changed way of thinking, perceiving or behaving in their practice, the field of social work”  (in alignment with Hays 2008)
  10. 10. Slide 10 Networked Learning Conference 2014 Patricia Arnold, arnold@hm.edu Do students cross thresholds during the online degree program in social work?  Connection to Content : Relating content to one’s own person (C1)  Relating content to one’s professional experience (C2)  Academic Knowledge & Social Work Profession : Commenting on relationship between theories and practice in social work (A1)  Describing the significance of scientific knowledge for profession (A2)  Transformation (T 1):  Changed way of thinking (T1)  Changed way of acting (T2) Qualitative content analysis, unit of analysis a sentence or an image, mutual reviewing to enhance trustworthiness, open for emergent categories (Carley, 1993) Methodology - E-Portfolio Analysis
  11. 11. Slide 11 Networked Learning Conference 2014 Patricia Arnold, arnold@hm.edu Findings – Overview of E-Portfolio Analysis Indicator # EP (n=21) Example( P = e-portfolio) C 1 one’s own person 12 “Method of 'reframing' applied to myself: 'perfectionist' then becomes 'target-oriented‘ ”(P19) C 2 professional experience 18 “Team leading skills applied to the team I manage at work” (P6) A 1relationship between T & P 12 “Theory and practice 'feed' each other mutually” (P17) A 2 significance of T for P 14 “Only with theory-based knowledge is possible to negotiate with authorities for funding” (P15) T 1 changed ways of thinking 17 “(I realized that) social work does not only happen face-to-face but also behind desks and within online platforms”(P9) T 2 changed way of acting 15 “Deep change: I tend to ask for the sources of any information presented to me, regardless of the context, even at a party” (P2)
  12. 12. Slide 12 Networked Learning Conference 2014 Patricia Arnold, arnold@hm.edu Findings - Threshold Crossings (Cont.) Changed attitudes towards their role as social workers – new ways of thinking, reframing and questioning their professional work:  “my aspirations for the social work profession changed from being a „Lichtgestalt“ (all mighty angel“) to a competent human being” (P17)  “I will not let myself instrumentalized as a buffer zone” (P2)  Student included an online petition in e-portfolio to document her grown awareness of the importance of social workers to engage themselves in socio-political issues (P14)
  13. 13. Slide 13 Networked Learning Conference 2014 Patricia Arnold, arnold@hm.edu Findings - Limitations & Refinement of Methodology  16/21 e-portfolios at least one research memo documenting coding issues:  e-portfolios part of the educational design, with many degrees of freedom in producing it, not produced as research data  Only identifies threshold crossings manifested in e-portfolios  Challenge 1 : diverse language and writing styles - impersonal styles, only alluding to points, non native speakers, etc.  Challenge 2: coding multimedia elements - strong visual effects by images with snappy captions possible distortions?  Extending set of indicators – emergent category troublesomeness of new knowledge  Conflicts with colleagues at work due to changed insights  Struggle to come to terms with concepts – reducing self-assertiveness at work for a while
  14. 14. Slide 14 Networked Learning Conference 2014 Patricia Arnold, arnold@hm.edu Findings - Limitations & Refinement of Methodology
  15. 15. Slide 15 Networked Learning Conference 2014 Patricia Arnold, arnold@hm.edu Conclusions  Impact of networked learning programs in social work education:  evidence of threshold crossings in professional development  Methodology for impact assessment  With further refinements methodology can provide a way to analyze impact on a regular basis  Further research :  Which elements of the educational design contribute to the crossings?  How to integrate method into quality management for networked learning?
  16. 16. Slide 16 Networked Learning Conference 2014 Patricia Arnold, arnold@hm.edu  Carley, C. (1993). Coding Choices for Textual Analysis. A comparison of content analysis and map analysis. Sociological Methodology, 23, 75-126.  Hays, M. (2008). Thresholds and transformation. European Journal of Management, 8(3), 24-46.  Meyer, J., & Land, R. (2003). Threshold concepts and troublesome knowledge: linkages to ways of thinking and practising within the disciplines. Occasional Report 4, ETL Project, Universities of Edinburgh, Coventry and Durham, 2003.  Land, R. , Meyer, J. & Baillie, C. (2010). Editors' preface. Threshold Concepts and Transformational Learning. In: J. Meyer, R. Land & C. Baillie (Eds). Threshold concepts and transformational learning, ix-xlv.  Meyer, J., Land, R. & Baillie, C. (2010). Threshold concepts and transformational learning. Netherlands: Sense Publishers.  Image source  Land, R. and Meyer, J.H.F. (2010) Threshold concepts and troublesome knowledge, Keynote Presentation at issotl10 (International Society for Scholarship of Teaching and Learning) Conference, Liverpool, UK, October 19-20, 2010: http://issotl10.indiana.edu/pres/tc.ppt References & Image sources
  17. 17. Slide 17 Networked Learning Conference 2014 Patricia Arnold, arnold@hm.edu Thank you very much… …..for your attention! Contact: Patricia Arnold, Professor of Socio-Informatics Munich University of Applied Sciences arnold@hm.edu http://patriciaarnold.wikispaces.com/ Partially funded by

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