4. Queensland University of Technology
⢠Twelve university-wide
âfacultiesâ mapped to
â Languages of disciplines,
professionals, and
programs
â Languages of employers
⢠Short narratives with
evidence
5. ⢠Linking curricular
and lifewide learning
⢠Making tacit
knowledge explicit
â Generative
interviewing
â Philosophy
statements
⢠Understanding self
as change agent
6. Kapiâolani Hawaiian Values Portfolio
⢠Organized around six
native Hawaiian
values and four stages
of the journey of a
canoe
⢠Bridging home and
academic cultures
⢠Gains in student
engagement and
study skills
7. Learning Record Online
⢠Five dimensions of learning and course goals
⢠Observations and samples of work throughout semester
⢠Interpretation and grade recommendations
⢠Moderations
8. Human Biology at Indiana
⢠Interdisciplinary integration through reflective writing over four
years
⢠Assessing teamwork in physiology through reflection and
tracking strategies
9. Accounting at Waterloo
A skill that I have developed, but still
need to continue to improve is the
ability to say ânoâ to being
overworked. As per AMF 131,
leaders are not there to control, but
to help adapt. In order for me to
become a better leader, I have tried
to understand when I have too much
work, and even been able to delegate
others to it when they have little or
no work. ⌠Moreover, in terms of
saying ânoâ, I am now better able to
determine when I have too much on
my schedule and to kindly decline
additional engagements when it is
appropriate. As per the feedback on
my mid-term evaluation, managers
do in fact respect work-life balance as
it could interfere with the quality of
the work you produce.
10. Liberal Education for
Americaâs Promise
⢠Knowledge of Human Cultures ⢠Personal and Social
and the Physical and Natural Responsibility
World â Civic knowledge and
â Through study in the sciences engagementâlocal and global
and mathematics, social â Intercultural knowledge and
sciences, humanities, histories, competence
languages, and the arts â Ethical reasoning and action
⢠Intellectual and Practical Skills â Foundations and skills for
â Inquiry and analysis lifelong learning
â Critical and creative thinking ⢠Integrative Learning
â Written and oral â Synthesis and advanced
communication accomplishment across
â Quantitative literacy general and specialized studies
â Information literacy
â Teamwork and problem
solving
17. Discussion
⢠Which of these models is most appealing to
you given the goals of your program and/or
courses?
⢠What existing values or objectives could it
support?
20. European Language Portfolio
⢠Funded by the European Union
⢠A variety of frameworks for different national contexts
and languages
⢠Three components
â Passport â Europass
â Dossier
â Biography
24. Key elements of an eportfolio
Evidence of learning
⢠Authentic
⢠Diverse
⢠In multiple media
Reflection on evidence and identity
⢠Interprets change over time
⢠Examines performance across contexts
⢠Articulates commitments and future aspirations
Interpretation using a common conceptual framework
⢠Connects evidence and reflections to shared standards
⢠Facilitates conversation
25. ⢠Authentic and diverse artifacts in multiple media and modalities
Archive ⢠Reflections, feedback, assessment
⢠Interaction
Toolset ⢠Scaffolding and analysis
⢠Selections from archive
⢠Interpreted and integrated in relationship to identity and
Message competencies
26. Research on Impact
⢠Learning
â Reflective and metacognitive abilities (Rickards, 2008, 2009; Peet, 2005;
Syverson, 2000; Cambridge, et.al., 2008)
â Student engagement (Eynon, 2009; Kirkpatrick, 2009)
â Retention (Eynon, 2009; Easterling, 2009)
â Learning skills, self-efficacy, and self-regulation (Kirpatrick, 2009; Atwell, 2007;
Hartnell-Young, 2007;
â Professional, role, and disciplinary identity (Cambridge, 2008; Hughes, 2006,
2009; Stevens, 2009; Young, 2009; Peet, 2005)
⢠Assessment
â General skills, such as writing (Hamp-Lyons, 2000; Fournier, 2007; Loernzo,
2005; Acker, 2008, Yancey, 1998, 2004; Hallam, 2000)
â Learning competencies, such as self-regulation and self-assessment (Rickards,
2008; Meeus, 2006; Ross, 2006)
â Ineffable outcomes, such as ethical reasoning and social change agency
(Chickering, 2005; Peet, 2005)
27. Implementation Threshold Concepts
⢠Purposes must be aligned to context
⢠Learning activities must be consciously designed and
supported
⢠Processes for creation and use must be understood and
supported
⢠Students must have ownership of eportfolio processes
and outcomes
⢠When brought to scale, eportfolios are disruptive,
pedagogically, technologically, and institutionally
--Jones, Gray, and Hartnell-Young (2010)
28. A Disruptive Innovation
E-Portfolio âprojects ⌠at their most effective ⌠are (in
very good ways) highly disruptive. They throw up
needs for organizational change; change in
governance; changes in the roles of many [faculty], and
the consequent need for [faculty] development,
changes in pedagogy, and hence to the nature and
shape and form of [majors], and the consequent needs
for educational development support; changes to the
studentâs âcontractâ with [her institution] ⌠If they are
to deliver maximum effect ⌠projects must accept and
embrace all of these areas of implication, and no doubt
others.â
âDavid Baume
29. Donât use Eportfolios if
⢠You arenât willing to substantially reexamineâ
and perhaps transformâconventional
understandings of student learning and the
practice of supporting it
⢠All you want to do is demonstrate learning,
not develop learners
30. Discussion
⢠How are approaches to supporting student
learning at Tuftsâat the institutional,
programmatic, and classroom levelsâ
different than the conventional model in US
higher education? How should they be?
⢠What existing efforts to redefine and measure
what you value about teaching and learning
could be enhanced e-portfolios?
32. Leapfrogging
Institutionally, Tufts may well positioned to
embrace disruptive innovation because it is
⢠already invested in innovative uses of IT to
support learning
⢠dedicated to moving into new areas of
excellence
⢠adept at collaboration across disciplines and
roles
33. Happy Problems and Baby Steps
At the individual level, Tufts faculty can gain
from eportfolio disruption through
⢠Embracing teaching as a process of inquiry
into supporting student learning
⢠Beginning with low-threshold practices that
contribute to an eportfolio culture
34. In scholarship and research, having a "problem" is
at the heart of the investigative process; it is the
compound of the generative questions around
which all creative and productive activity
revolves. But in oneâs teaching, a "problem" is
something you donât want to have, and if you
have one, you probably want to fix it. ⌠How
might we make the problematization of teaching
a matter of regular communal discourse? How
might we think of teaching practice, and the
evidence of student learning, as problems to be
investigated, analyzed, represented, and
debated?
âRandy Bass
35. Three curricula
Experienced
Lived
Delivered
Kathleen Yancey, Reflection in the Writing Classroom
36. Practical Reasoning
It's important for students to learn to
think, to reason, to interrogate text and
understand it; but that is not enough.
It's also important that students learn
to act, to do, to performâbut this still is
not enough. Today's undergraduates
must learn to think and act responsibly,
with integrity, civility and caring.
Practical reasoning integrates these
three habitsâof mind, hand and
heartâthat are essential for the
formation of today's students.
â Lee Shulman
37. Evaluating More of What You Value
⢠Ineffable outcomes: Things we all think are
important but donât think we can measure
â E.g., ethics, leadership, social responsibility
⢠Essentially contested concept (Gallie, 1956)
â More optimal development because of
contestation
38. Eportfolios for Contested Outcomes
⢠Measurable learning outcome: Ability to
articulate a reasoned stance based on
evidence
⢠Makes multiple understandings of outcomes
visible
⢠Requires reasoning to be articulated
⢠Grounds understanding in evidence and
experience
⢠Puts multiple positions into conversation
40. Low-Threshold Practices
⢠Assignments that support the development of
reflective practice
⢠Assignments that use multiple media and
social software to document experience and
identity
41. What is Reflection?
⢠The act of stepping outside of acting and believing to
examine out what it means
⢠A cycle of planning, acting, and interpreting
⢠A part of any discipline or profession, but frequently
called something else
⢠Eportfolio reflection is reflection on evidence
included in an eportfolio
42. Reflection as an End of Its Own
⢠Dewey: Rigorous analytical thinking
⢠SchÜn et. al.: Key to professional practice and
human thought
⢠Friere et. al.: Understanding and challenging
domination
⢠Boud: United cognitive and affective
43. Integrative learning
⢠Students need to be prepared for real world
challenges that require multidisciplinary solutions
⢠Students need to make connections between
disciplines
⢠Students need to connect their learning in the
classroom to their learning throughout life
⢠Students need to find patterns in their learning
over time
⢠Students need to connect their learning to their
identity
44. Reflection in Design Engineering
⢠Reflective âIdealogsâ
composed throughout
the semester
⢠âBig take-awaysâ
⢠Using wikis and blogs
⢠Including photos,
drawings, and samples
of writing documenting
designs and process
⢠Peer and TA responses
45.
46. Multimedia Documentation
⢠Compared to just five years ago
â Many cheap or free and easy to use tools
â Many cheap or free services for sharing
⢠Application to research dissemination as well
as teaching
49. Joys of Disruption
⢠Eportfolio as a means toward simultaneously
demonstrating and developing proficiencies
⢠Teaching an inquiry and eportfolio as window
into student learning
⢠Low-Threshold Practices +
Integrative Eportfolio Experiences =
Eportfolio culture that produces self-directed,
self-aware change agents
Used in capstone seminar at Portland State âportfolio about development of a year-long collaborative experiential learning project
Intercultural knowledge and competence
Creative thinking and visual literacy +
Not simply a âmore accurateâ way to do assessment for the same reasons and with the same outputs; certainly not a more efficient one Portfolio assessment of questionable value as an add on to existing practices that donât embrace its underlying assumptions
Teaching as inquiry will make your teaching not just better but more intellectually and personally engaging
See also Jennifer Moon, a Handbook of Reflective and Experiential Learning