The document discusses the future of connected eLearning and portfolio-based learning design. It describes how next generation learning designers will need skills like understanding virtual connection and collaboration, being creative, and having experience with connected learning from a student perspective. The remainder of the document focuses on Northeastern University's Masters in Education program in eLearning Design, highlighting how it develops these skills through an intentional, reflective, cohesive, and authentic curriculum centered around ePortfolios. Students build foundation knowledge and connecting theory to practice while developing a professional learning plan and portfolio, culminating in an experiential learning project.
Micro-Scholarship, What it is, How can it help me.pdf
Designing the Future of Portfolio-Based, Connected eLearning
1. Designing the Future
of Portfolio-Based, Connected
eLearning
Gail Matthews-DeNatale, Ph.D.
Northeastern University, Graduate School of Education
College of Professional Studies
https://northeastern.digication.com/gails_eportfolio
http://neu.mcnrc.org
3. The Crystal Ball
If connected learning is
the future, what skills
and abilities will next
generation learning
designers need in order
to help shape and
create that future?
(Images combined)
http://www.flickr.com/photos/adesigna
http://www.flickr.com/photos/sharehows
3
4. Thoughts From This Group
Connected Learning Designers: Characteristics & Capabilities
#CLDCC
Next Gen Learning Designers need to …
Understand how to generate affect and connection virtually
Understand how to be creative and live out of the box
Ability to inspire students to take advantage of informal,
collaborative learning strategies … in virtual environments
How adults learn digitally
To have done what they’re talking about, have had a
connected learning experience from the student perspective
4
6. Our Best Guess
… Based on Lots of Conversations
Masters of Education
eLearning Design
• Systems Thinker
• Professional Expertise
• Communicator
• Contextual Cognizance
• Creative Problem Solver
• Leadership and Vision
• Culturally Responsive
6
7. Case Study: M.Ed. By The Numbers
Size
~470 Active Students
Profile
+60% attend part time
Format
100% fully online
Concentrations
4
Gender
73% female
Region
56% in state, 44% out of state
7
8. Program Development: Backwards Design
The M.Ed. program at
Northeastern develops
educators with the skills and
intellectual acumen to be
effective, to question systemic
norms, and to anticipate and
shape a more equitable, globally
connected society.
(Images combined)
http://www.flickr.com/photos/adesigna
http://www.flickr.com/photos/sharehows
The eLearning concentration
equips graduates to anticipate
and shape the future of next
generation connected learning
within a technology rich
landscape.
8
9. Designing for Connections
… Distinguishing Features
Intentional: Mission and Competencies
Reflective: ePortfolio, professional development/presence
Cohesive: Gateway + courses designed in relationship
Authentic: Signature Assignments, Experiential Learning
9
10. Designing for Connections
Intentional: Mission and Competencies
Reflective: ePortfolio, professional development/presence
Cohesive: Gateway + courses designed in relationship
Authentic: Signature Assignments, Experiential Learning
10
12. ePortfolios: What They Are
Portfolio
purposeful collection + student work + reflection
(Paulson, F.L. Paulson, P.R. and Meyer, 1991)
ePortfolio = all of the above …
+ web-based
+ multiple formats and media
+ links, non-linear pathways
+ capacity to share with a larger audience
(Polklop, 2013)
12
13. The technology of ePortfolios, though
enabling or inhibiting, is not the crux of the
“it” that makes ePortfolios effective.
ePortfolios are at heart a set of pedagogies
and practices that link learners to learning,
curriculum to the co-curriculum, and
courses and programs to institutional
outcomes.
- Randy Bass, Peer Review Winter 2014
“The Next Whole Thing in Higher Education”
13
17. Designing for Connections
Intentional: Mission and Competencies
Reflective: ePortfolio, professional development/presence
Cohesive: Gateway + courses designed in relationship
Authentic: Signature Assignments, Experiential Learning
17
18. eLID Curriculum
Foundation
Courses
Ed as Field of Study
How People Learn
Models for
Learning Design
Professional
Learning
Plan
Connecting
Theory with
Practice
Design as Collab.
Profession
Capstone
Social Media
Revise/Present
Work to Others
Review Portfolio
Plan Project
Tech. as Medium
for Learning
Professional
Portfolio
Experiential
Learning
Proposal
Experiential
Learning
Work
Professional
Integration
& Presence
Learning Portfolio
Open Learning
Showcase Portfolio
18
19. eLID Curriculum
Foundation
Courses
Design as Collab.
Profession
Capstone
How People Learn
Connecting
Theory with
Practice
Social Media
Revise/Present
Work to Others
Models for Learning
Design
Review Portfolio
Plan Project
Tech. as Medium
for Learning
Professional
Portfolio
Professional
Learning
Plan
Experiential
Learning
Proposal
Experiential
Learning
Work
Professional
Integration
& Presence
Ed as Field of Study
Learning Portfolio
Open Learning
Showcase Portfolio
19
20. Personalized & Transparent Expectations
“I am at a changing point
in my career … I am now
leading the team to move
our corporate learning
models to online learning
modalities …
Although this is an
exciting project, this also
is a time where I need to
consider my next
professional steps.”
+ Professional
Learning Plan
21. eLID Curriculum
Foundation
Courses
Ed as Field of Study
How People Learn
Models for
Learning Design
Professional
Learning
Plan
Connecting
Theory with
Practice
Review Portfolio
Plan Project
Experiential
Learning
Proposal
Learning Portfolio
Design as Collab.
Profession
Capstone
Social Media
Revise/Present
Work to Others
Open Learning
Tech. as Medium
for Learning
Professional
Portfolio
Experiential
Learning
Work
Professional
Integration
& Presence
Showcase Portfolio
21
22. Student Voices
MIKE W.
“I am very pleased with my
group project results —
even more so that we could
take the module we
developed and, with very
little tweaking, put it to use
in our own settings. … I
have an opportunity to play
a pivotal role in redefining
education at my workplace.
I’m very grateful for the
knowledge I received and
the two colleagues and
Professor who helped shape
my knowledge in this area.”
23. eLID Curriculum
Foundation
Courses
Ed as Field of Study
Design as a
Collaborative
Profession
Connecting
Theory with
Practice
Open Learning
Revise/Present
Work to Others
Review Portfolio
Plan Project
Technology as
Medium for
Learning
Professional
Portfolio
Experiential
Learning
Proposal
Experiential
Learning
Work
Professional
Integration
& Presence
How People Learn
Models for
Learning Design
Professional
Learning
Plan
Social Media
Capstone
Learning Portfolio
Showcase Portfolio
23
24. Signature Assignment: Visible Thinking
“I look forward to revisiting this later in the program to see how I
have evolved in my thinking about learning.”
25. Student Voices
STEPHANIE H.
“I am able to share my
learning in a colorful,
creative way. This format
allows me to bring words to
life, allowing my reader to
see inside my journey and
not just words on a paper …
Some images and videos I
chose to include convey
meanings that are
otherwise hard to capture.
Through my voice you hear
my passion and purpose for
my work.”
26. eLID Curriculum
Foundation
Courses
Ed as Field of Study
Connecting
Theory with
Practice
Design as Collab.
Profession
Review Portfolio
Plan Project
Tech. as Medium
for Learning
Experiential
Learning
Proposal
Experiential
Learning
Work
How People Learn
Models for
Learning Design
Professional
Learning
Plan
Learning Portfolio
Social Media
Open Learning
Capstone
Revise/Present Work
to Others
Professional Portfolio
Professional
Integration
& Presence
Showcase Portfolio
26
27. Student Voices
TAMARA D.
“It was an opportunity to
integrate my personality
with my education, a space
where I could gather my
thoughts and memorialize
them. The process of
entering that information
reinforced what I learned
and enhanced my ability to
reflect on my experience. I
had a place to contain my
knowledge that sometimes,
honestly, can escape me!”
28. eLID Curriculum
Foundation
Courses
Ed as Field of Study
Connecting
Theory with
Practice
Design as Collab.
Profession
Capstone
Social Media
Revise/Present
Work to Public
Review Portfolio
Plan Project
Tech. as Medium
for Learning
Professional
Portfolio
Experiential
Learning
Proposal
Experiential
Learning
Work
Professional
Integration
& Presence
How People Learn
Models for
Learning Design
Professional
Learning
Plan
Learning Portfolio
Open Learning
Showcase
Portfolio
28
29. Connected Learning Integrates
• Evidence with reflection
• Assessment with purpose
• Experiences inside and outside of school
• Personal and professional growth
• Authentic work for academic and nonacademic purposes and audiences
• Learning across time, places, and people
29
32. Thank You!
Gail Matthews-DeNatale
Northeastern Graduate School of
Education Senior Faculty
Concentration Lead for the M.Ed.
in eLearning Design
g.matthews-denatale@neu.edu
http://northeastern.digication.com/gails_eportfolio
32
Hinweis der Redaktion
The designing connections section will be a case study of Northeastern University’s Master of Education program in eLearning Design, which is intended to exemplify connected learning, and to educate the next generation of “connected eLearning designers”
What larger themes emerge from this laundry list? We also posed this question to over 20 thought leaders in learning design
We took the many ideas, similar to those that you just brainstormed, and used a yellow stickie process to post, sort, group, consolidate, and articulate our most important competencies. Here’s what we came up withImage Source: http://www.flickr.com/photos/38869431@N00/3703735824/
There has been a lot of attention given to the “backward design” of courses, in which the educator begins with a vision for outcomes, the goals for learning, and then plans backwards to develop course materials, experiences, and assessments that will support students in developing these capabilities. But what happens when you take a backward design approach to developing an entire program?We began by articulating the competencies, and then we worked backwards to articulate our mission
Here’s one picture of the students in our Masters program as a whole. This presentation will focus on the eLearning Design concentration.470 graduate students60% part-time, 40% full-time (implies that many are working)94% of the students take half or more of their courses online, and most are fully online.Almost equal in state and out of state, made possible through the online format
The program is fully online, intended for graduate students who are already working within educational settings, or who wish to transition. The Masters program as a whole has about It would be easy to think that this statement is so general that it lacks meaning, but we have found that it serves as a guide star, as we unpack these very large ideas in the program, and we also engage the students in investigation into what these big terms mean (more on that later).(Images combined)http://www.flickr.com/photos/adesignaand http://www.flickr.com/photos/sharehows
Many of the program competencies are the “soft” skills that are challenging to cultivate. To do this, we needed to take a different approach to learning at the graduate level that Northeastern has dubbed “Online Experiential Learning”The eLearningDesign Concentration takes a connectivistand design-centered approach that is grounded in the science and art of learning, and focused on vision and leadership. We believe that we need to model and outside-the-box approach to program design, so that we can prepare our students to innovate within the systems in which they work. These are the program’s distinctive design features -- We’ll share examples to show what we mean.Cohesive: Gateway + courses designed in relationshipIntentional: Mission and CompetenciesAuthentic: Signature Assignments, Experiential LearningReflective: ePortfolio, professional development/presence
We’ve already examined the drivers for program design, which are its competencies and mission. Let’s take a look at the other elements, such as the ePortfolio componentCohesive: Gateway + courses designed in relationshipReflective: ePortfolio, professional development/presenceIntentional: Mission and CompetenciesAuthentic: Signature Assignments, Experiential Learning
Randy Bass Quote Winter 2014 issue of AAC&U Peer Review
Portfolios are not new – they’ve been part of art education and writing education for many years. As Peter Elbow says, if you automatically learned from experience, all old people would be smart. You learn from reflecting on experience.What difference does the “e” make?The web format and levels of permission (private to public) makes it possible to explicitly link the learning that takes pace inside/outside school, at the workplace, etc.The multimedia format makes it possible to reflect different ways of knowing, make thinking visible with more than just words, and to take a holistic approach to many modes of “communication”Learning accumulates over time, can be non-linear, involves iterative reflection, often involves non-linear paths, and is about connection-making. The levels of permission also provide student with an opportunity to consider learning as a journey. In the early stages, it’s a space in which you can gain perspective on the multiple drafts of your work and thinking. Along the way, you share and receive feedback peers and faculty. Learning involves change, and therefore the learner (and others involved in formative work, should be able to see evidence of change.In later phases of development there is an opportunity to “go public” with your ideas – to make a contribution to the world’s body of knowledge. For example, a portfolio could be private during the early phases while a student is documenting learning, and then access settings can gradually made more public as they develop and improve.You can also have more than one portfolio – more than one audience, not always the teacher – and therefore it’s important to consider the audience when crafting the ePortfolio.While these features speak to the technical functionality of ePortfolio software, it’s more important to consider the pedagogies that they are designed to support, and the underlying assumptions about learning.
Randy Bass Quote Winter 2014 issue of AAC&U Peer Review
Ours is just one case study of connected learning in action, and it was developed within the context of Connect to Learning, a three year research project on ePortfolios in higher education that was developed by a consortium of 24 institutionsresearch to develop a “Catalyst for Learning” model that illustrates the institutional system that supports success.The framework integrates people (faculty, students, support staff), institutions (missions and programs), dimensions that are key to success (e.g., professional development), and design principles As you can see, it is rich and interconnected, similar to a mandala. The URL on the screen leads to the project’s site, which was just released last week at AAC&U, and it includes 220 “real world” case studies that are associated with each element in the catalyst model. These case studies include descriptions of portfolio pedagogies, and additional materials such as syllabi, specific assignments, and student ePortfolio examples.
Here’s an example of the evidence that surfaced during the research about the value that comes from connecting learning with portfolios.Compared the data for students in portfolio-intensive courses with data for students in courses that did not include a portfolio componentSpring 2013N=2,000
Another example of improvement in retention when students took more than one course that involved portfolio-intensive work. This provides additional evidence that the connections across courses increases student investment in their learningJune 201160 courses110 sections
Cohesive: Gateway + courses designed in relationshipIntentional: Mission and CompetenciesAuthentic: Signature Assignments, Experiential LearningReflective: ePortfolio, professional development/presence
This visual serves as a metaphor for the program. The blue circles are clouds of content, concepts, skills, and theories – the formal curriculumThe triangles are the forest through which you will journey, the professional workin which you put learning into practiceePortfolio serves a different purpose, depending on where they are in the program, but it also provides continuityIt’s the ground that supports the passage – also helpful for connecting school & work.
As mentioned before, in Education as an Advanced Field of Study students learn how to access research to keep your finger on the pulse of recent developments in the field, and how to use research to improve practice. This is also where they become oriented to the portfolio componentIn the second course, How People Learn, they take a look at the program competencies, consider strengths and opportunities for growth, and develop a professional learning plan. Instead of being handed a grid or rubric (standards-based eP), they use the research skills they gained in Ed as Advanced to investigate publications and studies on the profession, flesh out their own rubric – in this way they have an opportunity to make the competencies their own. The goal is to strike a balance between standards and professional personalization.
In the article “Leadership Standards:Pros and cons of a competency approach” Richard Bolden and Jonathan Gosling observe that competencies are most constructive when they are used inductively, as a means for opening a dialogue about principles and promising practiceFollowing up on that idea, learners need to be involved in investigating and identifying the competencies that they intend to pursue, to build a bridge between what is (the competencies that we as educators have identified for them) and what could be (the development priorities they set in relationship to their individualized goals for the future).The Professional Learning Plan assignment provides a framework for this conversation. In the beginning, students look for “dream job” postings on the web, find white papers and opinion pieces about the future of their fields, and look for peer-reviewed publications about the proficiencies expected of people within their current/intended profession. They pool this knowledge in a class wiki. The next week, they compare the wiki work with the program/concentration outcomes, which are embedded in their ePortfolios. They consider their strengths, gaps, and priorities for development, and develop a first draft of a Professional Learning Plan that they place in their portfolios in the outcomes area. In the following weeks they receive faculty feedback and comments from peers, and revise their plans. This is something they can use as a guidestar and/or modify as they progress through their program – long after the course is over.
1/3 of the way through your program, they take a course entitled “connecting theory with practice” during which they Review portfolio of work, consider what have learned about eLearning research and theory, Work with faculty and an employer to develop an experiential learning plan for a significant piece of work to complete as their biggest accomplishment in the program. They can elect to do this with your current employer, orwe will help them connect with a professional setting to do this work.
Increased his ability to implement what he created during coursework within his workplace (experiential learning, connecting inside and outside of school)
They carry outexperiential work independentlyfor the duration of the program, in parallel with your other courses, but they won’t be totally on their own. As with C2L’s partner portfoliosThey document your work in eP and the program holds periodic virtual gatherings – Using a process similar to C2L’s Jam structureto share work, discuss discoveries and challenges with both peers and faculty, & receive feedbackIt’s called Online Experiential Learning or Virtual Co-op
This example is from a course that I teach entitled How People Learn. The exercise helps me get a better idea of how my students conceptualize “learning” as they are coming into the class. At the beginning of the term, each student uses https://bubbl.us to create a concept map. They place the word “learning” in the center of their map and then place at least 10 terms that they associate with the term learning on the map. This allows me, and them, to see what’s in the “bubble over their heads” regarding the course topic.Then they share maps and do a set of readings. In addition to comparing their own maps, they are asked to consider what the maps of the reading authors would look like if those people were also participating in the assignment.Following the discussion, they revise their maps and upload them into their portfolios. Two examples are on the slides. As you can see, the second maps demonstrate significant development in their cognitive links. At the end of the assignment, students are asked to upload their beginning and revised maps into their ePortfolios.Here’s a quote from one person’s portfolioThis was a fun and eye-opening exercise. I look forward to revisiting this later in the program to see how I have evolved in my thinking about learning.The quote indicates a forward orientation, intent to connect this course with future courses, and to track his development as a learner over time. This exercises could be done without the final step of putting it in an ePortfolio, but based on these and other quotes I believe that the portfolio helps them consider the cumulative learning across course, and across time.
Can represent many ways of knowing – going beyond text to incorporate sounds, images, and video
During the capstone coursethey bring it all together. They will use Melissa Peet’s Integrative Knowledge Portfolio workshop process to turn their program-based portfolio into a portfolio that speaks to their core professional strengths This also includes consideration of their presence and substance in social media – which can also be embedded in their portfolios. If they choose to port it to another platform that is okay, too.They Presenting their experiential work with peers, faculty, employers, and even the general public if they wish.
It was an opportunity to integrate my personality with my education … It personalized my notes, my projects, readings, and was organized for my personal needs.It enhanced my ability to reflect on my learning experience, my space where I could gather my thoughts. I felt like I had a place to contain my knowledge – that sometimes, honestly, can escape me!The process itself reinforced what I learned and by memorializing new information in my e-P it significantly improved my ability to retain what I learned.
The portfolio process is designed to help students synthesize the formative work that they create during the program…. and consider how they will represent their professional identity online, in a range of tools and contexts – their connected self
Work samples with reflection(evidence of learning) Learning across time (courses, programs, profession)Assessment in relationship to goals (program level competencies and outcomes)The learning that happens inside and outside of school(e.g., co-op, workplace)Students as authors for academic and non-academic audiences (extending beyond peers and teachers)
Reminder that the Connect to Learning, Catalyst for Learning website provides a wealth of resources at http://c2l.mnrc.org
Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL, pronounced "able"), founded in 2008 Founded in 2008 by Trent Batson and Judy Williamson Batson. Trent was also one of the earliest leaders in the field of ePsFocuses on the body of theory and practice that is developing around ePortfoliosTheir annual conference, held in Boston each summer, is one of the largest events focused on ePortfolios in the country
We’ve covered a lot of ground in a short time, so please don’t hesitate to drop me a line or give me a call if you have additional questions about our program.