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The maker portfolio
The document discusses the concept of eportfolios as organized collections of artifacts for reflecting on and assessing personal growth. It presents data from Stony Brook University highlighting student engagement with eportfolios and the impact of instructor involvement on their maintenance. Additionally, it emphasizes the importance of makerspaces as environments for creative inquiry and collaboration in education.
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The maker portfolio
- 1. The ePortfolio A VirtualMakerplace for Inquiry, Experimentation, Invention, and Discovery! Nancy Wozniak, Learning Architect and ePortfolio Manager, Stony Brook University
- 2. The ePortfolio A collectionof purposefully organized artifacts that support retrospective and prospective reflection to document, augment, and assess growth over time. -Dr. Helen L. Chen, Stanford University Stony Brook Engineering Student, Harshdeep Banwait https://stonybrook.digication.com/harshdeep_banwait
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- 5. The Process Just anotherassignment … • 78% of Stony Brook ePortfolios are created as a course requirement. • 36% of those students abandon their eportfolios at end of course. • 59% of students that continued to develop their eportfolios had instructors that maintained their own eportfolios. Stony Brook Longevity Study on Perception and Value of ePortfolios - surveys and focus groups , 2011-2014
- 6. The Process #1 reasonfor not maintaining eportfolio – “It was an added assignment that wasn’t necessary. Pointless and more work.” #1 reason for maintaining eportfolio – “My instructor explained benefits, encouraged us to add our resumes and other professional experiences, and she had her own eportfolio. Very Cool.” Stony Brook Longevity Study on Perception and Value of ePortfolios - surveys and focus groups , 2011-2014 ePortfolio of Dr. Cynthia Davidson, Sr. Lecturer and Emerging Technologies Coordinator, Program in Writing and Rhetoric, Stony Brook University
- 7. The Process ASK Question The Evidenced-BasedInquiry Learning Process INVESTIGATE Analysis CREATE Synthesis DISCUSS Report REFLECT
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- 9. The Process Evidenced–Based Reflective Promptshttps://stonybrook.digication.com/StonyBrookEportfolios/careerskills 1.How would you describe this experience to your friends? 2. How would you describe it to a prospective employer? 3. How would you describe it to a venture capitalist? 4. What did you learn (skills and knowledge) from the project, event, or assignment? 5. How are you able to apply what you discovered and learned to other areas of your life? 6. What was your favorite aspect of this experience? 7. What risks did you take? 8. What problems did you encounter? 9. if you could do it over again, would you and what would you do or change? 10. Where are going from here with this experience?
- 10. The Process The MAKERGENERATION Shift from Students as Consumers to Students as Creators Students across a wide variety of disciplines are learning by making and creating rather than from the simple consumption of content. –NMC 2014 Horizon Report Stony Brook University students design and create in designated spaces available for undergraduate research.
- 11. Maker Learning Creative Inquiry:Raising Flipped Classrooms to Creative Levels of Learning Students gather to • Share Resources, Knowledge, and Discoveries • Brainstorm and Network • Experiment and Iterate • Discover, Design, and Create • Discover
- 12. The Process ASK Question The Evidenced-BasedInquiry Learning Process INVESTIGATE Analysis CREATE Synthesis DISCUSS Report REFLECT LET’S KICK IT UP A NOTCH!
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- 14. The Process Stanford University’sDesign Thinking Institute of Design - http://dschool.stanford.edu
- 15. The Space Dr. StephanieWade’s Composition Design Class, Stony Brook University Makerspaces come in all shapes and sizes. They all serve as a gathering point for tools, projects, mentors and expertise. A collection of tools does not define a Makerspace. Rather, we define it by what it enables: making. -Makerspace, http://makerspace.com 15
- 16. The Makerplace Place (beyondspace) incarnates the experiences and aspirations of people…it is also a reality to be clarified and understood from the perspectives of people who give it meaning. - Yi-Fu Tuan, Philosopher, author, and Emeritus Professor of Geography at UW-Madison Tuan, Y. (1977). Space and Place: The Perspective of Experience. Minneapolis, MN: University of Minnesota Press
- 17. Virtual Place The VirtualMakerplace: A Virtual Gathering Place • cloud technologies and software tools • creative environment for inquiry, experimentation, invention, and discovery • organization of collaborative efforts •mentors and industry experts SOL Community Project – Stony Brook Leadership 101 - https://stonybrook.digication.com/sol-community
- 18. Maker Portfolio Makerspaces comein all shapes and sizes. They all serve as a gathering point for tools, projects, mentors and expertise. A collection of tools does not define a Makerspace. Rather, we define it by what it enables: making. -Makerspace, http://makerspace.com https://stonybrook.digication.com/michael_matza
- 19. Maker Portfolio Sarah Azzara,Stony Brook Lecturer in the Writing and Rhetoric Program, Vocal Artist, Musician, and Composer https://stonybrook.digication.com/sarah_azzara
- 20. Maker Portfolio Research indicatesemployers do look at ePortfolios and want to see evidence of • Creative and Critical Inquiry • Creative Design and Technical Ingenuity • Inventiveness and Enterprise • Venturesome Collaboration and Resourceful Communication https://stonybrook.digication.com/StonyBrookEportfolios
- 21. The Makerplace Place (beyondspace) incarnates the experiences and aspirations of people…it is also a reality to be clarified and understood from the perspectives of people who give it meaning. - Yi-Fu Tuan, Philosopher, author, and Emeritus Professor of Geography at UW-Madison Tuan, Y. (1977). Space and Place: The Perspective of Experience. Minneapolis, MN: University of Minnesota Press Presentation by: Nancy McCoy Wozniak, Learning Architect and ePortfolio Program Manager ePortfolio – https://stonybrook.digication.com/nancywozniak
Editor's Notes
- #2 Let's look at the different uses electronic portfolios and their unique owners. Bringing creative inquiry into the mix, we'll consider the needs of The Maker Generation.
- #3 Dr. Helen Chen defines an eportfolio as collection of organized artifacts that support reflection to document, and assess growth over time. ePortfolios provide authentic evidence of learning
- #4 The Stony ePortfolio Wheel shows the various uses of eportfolios. These hybrid eportfolios can be categorized as learning, professional, and assessment. The hub is the Showcase eportfolios and owners can maintain their eportfolios for life. Anyone at Stony Brook can create and maintain an eportfolio. When they leave Stony Brook, they are still able to maintain their eportfolios and continue to be a part of the Stony Brook learning community.
- #5 Most of us have seen diagrams of the ePortfolio Learning Process, Collect, Select, Reflect, Connect, and Project. Autonomy, Self Relatedness, and Self Efficacy (Self Determined Learning Behaviors) should be at the top of the listed outcomes of this process. Basically, this means nothing to the students and students need to drive this process.
- #6 Our longevity study on the value of eportfolios to shows 78% of our ePortfolios are created as a course requirement, 36% of those students abandon their eportfolios at end of course, 59% of students that continued to develop their eportfolios had instructors that maintained their own eportfolios.
- #7 #1 reason for not maintaining an eportfolio was that is was because it was viewed as an added assignment . #1 incentive for maintaining eportfolio after the course was because the instructor had a cool eportfolio of their own.
- #8 Bumping up the eportfolio learning process to a level of Inquiry and Discovery increased student-engagement in the course and eportfolio design at Stony Brook. Create is a key component. Autonomy, Self Relatedness, Self Efficacy increased.
- #9 Here is an example of the Inquiry process organized in a team Biomedical Engineering eportfolio. The professor created a temple to guide the students through the process. Students felt the eportfolio help them to organize and review their work and made it easier for them to collaborate.
- #10 Instead of written reflective papers, students post answers to guided reflective prompts that provide evidence of applied learning in their eportfolios. All steps in the Inquiry cycle are completed in the eportfolios. Biomedical Sr. Design includes prompts that measure learning according to ABET standards.
- #11 MAKE way for the Maker Generation, beyond a shift to a JOLT in the Paradigm of learning as students viewed as Consumers gives way to Students as Creators. Students across a wide variety of disciplines are learning by making and creating rather than from the simple consumption of content. –NMC 2014 Horizon Report
- #13 Again, the shift from to the flat ePortfolio Learning Process to Evidenced-Based Inquiry injected a sense of inventiveness and creation into the course, raising the levels of student-engagement. Naturally, Autonomy, Self Relatedness, Self Efficacy increased. But, Let’s kick it up a notch.
- #14 Enter the Maker Generation. With Creative Inquiry the learning shifts from building content and evidence to the Makers Mindset embracing creativity and the spirit of imagination and invention. EXPLORE: BRAINSTORM: EXPERIMENT: INVENT: ITERATE. The components of CREATIVE INQUIRY entice students to take control of their learning in a DIY manner.
- #15 Stanford University's Design Thinking Program (as they describe it) takes on the world’s messy problems together. Human values are central to this collaborative approach to invention. Teams choose a challenge that with a human need. The steps of Design Thinking help with understanding people, gaining insights of the problem or need, and experimenting to find a solution. Iteration is lead by the feedback from the targeted audience. You can find a 90 minute Virtual Crash course at their site.
- #16 VERY IMPORTANT - Makerspaces come in all shapes and sizes. They all serve as a gathering point for tools, projects, mentors and expertise. A collection of tools does not define a Makerspace. Rather, we define it by what it enables: making. These are scenes from Dr. Stephanie Wade's Composition Design course at Stony Brook University.
- #17 Consider a quote from Dr. Yi-Fu Tuan's book on Space and Place,- Place has a history and meaning. Place (beyond space) incarnates the experiences and aspirations of people…it is also a reality to be clarified and understood from the perspectives of people who give it meaning.
- #18 With this in mind, let's explore the Virtual Makerspace and view it as a place, a virtual gathering place with cloud technologies and software tools; a creative environment for inquiry, experimentation, invention, and discovery; organized collaborative efforts and brainstorming events, and mentors and industry experts.
- #19 Here's an example. Recent Stony Brook graduate in Computer Science, Michael Matza, works in the software industry, but he also is a musician and composer. He experiments and invents various formats of music and digital sound presentations. He uses Soundcloud and other digital media tools. Michael organizes and displays his compositions and sound inventions in his eportfolio. Again, we define a makerspace by what it enables: making.
- #20 Sara Azzura teaches writing composition at Stony Brook. Outside of Stony Brook, she is involved in the Music Industry and is a talented musician, vocalist, and composer. She includes her composition and performances in her teaching eportfolio. Her WRT 102 students are inspired by her eportfolio and create beautifully designed eportfolios that include self-directed activities. Sarah, also, comments and encourages Michael on his work in his eportfolio and pushes it out to other professionals in the industry..
- #21 A recent study by the AACU indicated employers do look at ePortfolios and encourage eportfolio use They want to see evidence of Creative and Critical Inquiry; Creative Design and Technical Ingenuity; Inventiveness and Enterprise; Venturesome Collaboration and Resourceful Communication.
- #22 Consider Dr. Tuan’s definition of place one more time.