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Creating learning coherence with an eportfolio
The document discusses the development of coherence in student learning through the use of ePortfolios, presenting evidence-based principles and best practices for their implementation. It emphasizes the shift from traditional to collaborative 21st-century learning settings, aiming to create structured opportunities for student engagement and reflection. Additionally, it showcases examples of courses and programs that have successfully integrated ePortfolios to enhance learning experiences and assessment techniques.
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Creating learning coherence with an eportfolio
- 1. Creating Learning Coherence withan ePortfolio Dr. Beata Jones, Gracia Sohr, Diana Rogers Texas Christian University b.jones@tcu.edu, g.m.sohr@tcu.edu, diana.m.rogers@tcu.edu #AAEEBLTCU, February 29, 2016, Fort Worth, TX
- 2. “The main partof intellectual education is not acquisition of facts but learning how to make facts live.“ --Oliver Wendel Holmes
- 3. Overview The Educational Setting LearningCoherence Evidence-based Principles of Bringing Coherence to Student’s Learning Strategies for Structuring ePortfolio Learning Contexts Showcase & Learning Reflection Q&A
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- 5. The Educational Setting: Shifting21st Century Learning Realities 20th Century Learning Single Source “Individually, read Chapter 3 and be ready to answer questions.” 21st Century Learning Crowd Source “With your team, find and read a relevant articles, find and explore a relevant website, find and watch a relevant video, go into the community, interview a relevant person and be prepared to discuss.”
- 6. Learning Coherence …‘‘the mannerin which opportunities to learn have been arranged (organizationally, logistically) to achieve a common goal’’ (Tatto, 1996, p. 176). Tatto, M. (1996). Examining values and beliefs about teaching diverse students: Understanding the challenges for teacher education. Educational Evaluation and Policy Analysis, 18, 155–180.
- 7. ‘‘Perhaps the mostbasic thing that can be said about human memory is that unless detail is placed into a structured pattern, it is rapidly forgotten’’ (Brunner, 1977, p. 37). Bruner, J. (1977). The process of education. Cambridge, MA: Harvard University Press
- 8. Evidence-based Principles ofBringing Coherence to Student’s Learning Self-Directed Guide to Designing Significant Learning Experiences
- 9. Best Practices inePortfolio Implementation
- 10. Creating Curricular Coherencewith an ePortfolio Clear Learning Goals • Goal Statements • ePortfolio Samples of Work • ePortfolio Templates that Structure Work Teaching & Learning Activities • Rich Learning Experiences with related Activities built into the Template • Choices in Learning Experiences, based on passions and interests • Digital Storytelling approach to Learning Activity reflections • Learning Activities requiring linking across digital learning platforms • Games • Final Learning Reflection requiring Learning Integration Feedback & Assessment • Mentoring • Rubrics • Formative & Summative Feedback • Self-Assessment
- 11. Goals for Learning Assessment & Measurement Community Engagement Instructional Practices Resource Deployment CreatingCurricular Coherence Adapted from: http://www.slideshare.net/jpcostasr/coherence-boces-share
- 12. Strategies for StructuringePortfolio Learning Contexts Community Engagement Course/Program Community Building Among Students and Faculty Professional Community Engagement Scaffolding/ Resource Deployment List of available resources (digital and human) Time to answer questions
- 13. SXSW Interactive TCU– An Honors Colloquium Course https://tcu.digication.com/hcol_40043_655_sxsw_i nteractive_tcu/Welcome
- 14. Digital Storytelling ePortfolio:Course-Based Example • Student Template: • https://tcu.digication.com/sxsw_tcu_student_portfolio_template/Welcome/ • Course Portfolio: https://tcu.digication.com/hcol_40043_655_sxsw_interactive_tcu/Welcome/ https://tcu.digication.com/katie_drees_sxsw/Welcome/published
- 15. Bringing Coherence toSXSW TCU Course GOALS
- 16. Bringing Coherence toSXSW TCU Course Learning Activities • Selection of conference theme(s) to follow, based on interests • Conference theme research • Conference planning • Professional networking • Conference attendance and blogging • On-Campus TED-talk about the theme • Learning reflection Scaffolding Activities • Community building: Facebook group • Professional community engagement: LinkedIn, Twitter, Structured Interviews, Email • ePortfolio tinkering labs • Presentation preparation workshops • New Venture Idea competition • Guest speakers
- 17. Bringing Coherence toSXSW TCU Course ASSESSMENT
- 18. Showcase – Course Portfolio GraciaSohr – Senior Engineering Major, enrolled during Spring of 2015 in an Honors Colloquium SXSW Interactive TCU: Learning to Change the World through Technology, Innovation & Entrepreneurship Gracia’s Portfolio: https://tcu.digication.com/gracia_sohr_sxsw_interactive_2 015/Welcome/published
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- 20. Cultural Pathways (CP3) through EasternEurope – A Study Abroad Program https://tcu.digication.com/cultural_pat hways_2015_program_eportfolio/Abo ut_the_Program/published
- 21. Digital Storytelling ePortfolios:Program- Based Example • https://tcu.digication.com/lauren_jupina_cultural_pathways_20151/About_Me • Student Template: • https://tcu.digication.com/your_name_cultural_pathways_2015_eportfolio/Home/published • Program Portfolio: https://tcu.digication.com/cultural_pathways_2015_program_eportfolio/Home/ Work-in-Progress!
- 22. Bringing Coherence toCP3 Program GOALS
- 23. Bringing Coherence toCP3 Program •Research & Presentations about cities visited •Guided tours •Interactive team activities •Cultural events •Free Time •Blog •Home learning reflection Pecha Kucha Learning Activities: • Study Abroad Orientation • Trip Planning • Intercultural Effectiveness Scale (IES) • In-country learning reflection dinners • Games • Photo contest Scaffolding Activities:
- 24. PRISM Pedagogy Appliedto Intercultural Knowledge Competency (IKC) Building PERSPECTIVES RESOURCES INSIGHTS SKILL SETS MINDSETS The PRISM is a multi-modal approach to engaging students in experiential learning IKC Williams, Tracy Rundstrom (2014). “Learning through A PRISM.” Insights into Teaching and Learning. (Fall) https://issuu.com/tcuelearning/docs/14_fall_insights_final , pp. 5-7.
- 25. Bringing Coherence toCP3 Program ASSESSMENT
- 26. Showcase – Program Portfolio DianaRogers– Sophomore Communication Studies major, completing during Spring-Summer-Fall of 2015 a non-credit Honors Abroad Program: Cultural Pathways through Eastern Europe: Warsaw, Krakow, Budapest & Prague Diana’s Portfolio: https://tcu.digication.com/diana_rogers_cp3/Home/
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- 28. Wrap Up Self-Directed Guideto Designing Significant Learning Experiences
- 29. Thank You! Beata Jones,Ph.D. Gracia Sohr Diana Rogers b.jones@tcu.edu www.linkedin.com/in/beatamjones @BeataJones www.slideshare.net/BeataJones g.m.sohr@tcu.edu, https://www.linkedin.com/in/graci a-sohr-84144771 @GraciaSohr diana.m.rogers@tcu.edu