American Association of Colleges and Universities (AAC&U) has identified global learning as one of the ten high impact practices on college campuses, promoting active learning among students (Kuh, 2008). This presentation explores the ePortfolio implementation framework (Penny-Light, et al., 2012) within the context of learning design principles for significant learning experiences (Fink, 2003) and PRISM pedagogy (Williams, 2014) for a study abroad program. The discussion includes exploration of educational goals, effective scaffolding for creating program cohesion, reflective and integrative learning across different authentic learning context or activities, and assessment of learning using AAC&U (2010) VALUE rubric. Sample ePortfolio with student reflections are presented, together with research findings, illustrating the effectiveness of the approach.

1. ePortfolio as a Liberating Pedagogy
in a Study Abroad Context
Dr. Beata Jones, Texas Christian University
b.jones@tcu.edu
www.linkedin.com/in/beatamjones
@BeataJones
www.slideshare.net/BeataJones
#AAEEBL2016, August 2, 2016, Boston, MA

2. Why Study Abroad?
Internationalization
of Higher Education1
• AAC&U High Impact Practice
• Branch Campuses Oversees
• Institutional Partnerships
• Study Abroad Programs
The Challenges 2
• Inadequate Program Design
• Deficient Pedagogy & Planning
• Uncertain Learning Goals
1Altbach, Reisberg, & Rumbley, 2009; Kuh, 2008
2 Arcaro & Haskell, 2009; Benham Rennick & Desjardins, 2013b; Byram, 2006; Hellstén & Reid, 2008; Lewin, 2009; Stearns, 2008

3. Best Practices in Learning Design
Fink, D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. San
Francisco, CA: Jossey-Bass.

4. General “Significant Learning” Goals Sample Study Abroad Learning Goals
• from AAC&U Learning Outcomes
• Intercultural Knowledge &
Competence (IKC)
• Global Learning (GL)
Significant Learning
Self-Directed Guide to Designing
Significant Learning Experiences

5. Feedback & Assessment: Rubrics
AAC&UVALUE RUBRIC

6. Feedback & Assessment :
Self Assessment
Sample Instruments:
• Intercultural Effectiveness Scale
• Cross-Cultural Adaptability Inventory (CCAI)
• GAP Test: Global Awareness Profile
• Global Perspectives Inventory (GPI)
• Intercultural Development Inventory (IDI)

7. Teaching & Learning Activities

8. PRISM & IKC
PERSPECTIVES
RESOURCES
INSIGHTS
SKILL SETS
MINDSETS
The PRISM is a multi-modal approach to
engaging students in experiential learning
Williams, 2014
PRISM
Intercultural Knowledge & Competence (IKC)

9. Why ePortfolio in Study Abroad?
Study abroad program
often involve an
assortment of diverse
learning opportunities
across a variety of modes
and venues.
ePortfolio is a space for:
• Trip planning collaboration
• Trip logistics communication
• Resource sharing
• Interpersonal communication
• Integration and archiving of
diverse learning experiences
• Reflection on learning
• Assessment
• And comprehensive trip support
Which results in more:
• clarity & focus
• purpose
• depth of learning
• learning coherence
and ultimately in
• faculty liberation from the
mundane day-to-day logistics
concerns

10. Strategies for Structuring the ePortfolio
Learning Contexts
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
• Digital Storytelling approach
to Learning Activity
reflections
• Creating Community
• Deploying Resources
• Final Learning Reflection
requiring Learning
Integration
Feedback & Assessment
• Mentoring
• Rubrics & Scales
• Self-& Peer-Assessment
• Formative & Summative
Feedback

11. The Evidence
Jones & Williams (2015)

12. A Study Abroad
Program
Example:
Cultural
Pathways (CP3)
through Eastern
Europe
https://tcu.digication.com/cultural_pat
hways_2015_program_eportfolio/Abo
ut_the_Program/published
Program Portfolio

13. Student Study Abroad Program Example:
ePortfolio Capturing Individual Insights
Student’s Finished Portfolio:
https://tcu.digication.com/diana_rogers_cp3/Home/ https://tcu.digication.com/your_name_cultural_pathways_2015_eportfolio/Home/published
Student Template:

14. Student Feedback
“To put briefly, my time spent in Europe with the CP3 family was
the best three weeks of my life. Without fail, every day brought
with it consistent fun, unforgettable moments, and opportunities
for dramatic personal growth.”

15. In Summary:
ePortfolio as a Liberating Pedagogy
Study Abroad Programs can benefit
from ePortfolio enhancement to help
structure and capture the learning
pathways and program administration,
leading to not only achievement of
desired course outcomes, but
transformative learner empowerment…
even without the lead faculty present
on-site.

16. Thank You!
Beata Jones, Ph.D.
b.jones@tcu.edu
www.linkedin.com/in/beatamjones
@BeataJones
www.slideshare.net/BeataJones
Questions?

17. References
• AAC&U. VALUE: Valid assessment of learning in undergraduate education. Retrieved from http://www.aacu.org/value/.
• Altbach, P.G., Reisberg, L., & Rumbley, L.E. (2009). Trends in global higher education: Tracking an academic revolution. A report prepared for the
UNESCO 2009 World Conference on Higher Education. Paris, France: UNESCO.
• Arcaro, T., & Haskell, R. (Eds.). (2009). Understanding the global experience: Becoming a responsible world citizen. Upper Saddle River, NJ: Allyn &
Bacon.
• Benham Rennick, J., & Desjardins, M. (Eds.). (2013b). The world is my classroom: International learning and Canadian higher education. Toronto,
Canada: University of Toronto Press.
• Byram, M. (Ed.). (2006). Living and studying abroad: Research and practice. Bristol, UK: Multilingual Matters Limited.
• Fink, D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA:Jossey-Bass.
• Hellstén, M., & Reid, A. (Eds.). (2008). Researching international pedagogies: Sustainable practice for teaching and learning in higher education. New
York, NY: Springer Publishing Company.
• Jones, B. & Williams, T, (2015). Going Abroad, or Learning Abroad: Pedagogical Tools for Gaining Intercultural Competencies in Programs Abroad.
National Collegiate Honors Council Conference Presentation.
• Kuh, G. (2008) “High –Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter”, Association of American
Colleges and Universities, http://www.aacu.org/sites/default/files/files/LEAP/HIP_tables.pdf
• Lewin, R. (Ed.). (2009). The handbook of practice and research in study abroad: Higher education and the quest for global citizenship. New York, NY:
Routledge Press.
• Stearns, P. (2008). Educating global citizens in colleges and universities: Challenges and opportunities. New York, NY: Routledge Press.
• 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.