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ePortfolio as Curriculum

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Gail Matthews-DeNatale
Gail Matthews-DeNatale

Presentation given for a panel presentation at the AAC&U 2019 meeting. Abstract: In this panel presentation, three institutions explored how ePortfolio curriculum prompts new ways of thinking about education. In Northeastern University’s online master’s education program, students draw from and transform their earlier “learning ePortfolios” into professional ePortfolios showing accomplishment and career readiness. Key to this transition are four critical moves: remembering, analyzing, envisioning, and synthesizing. In Florida State University’s Rhetoric and Composition ePortfolio, a signature practice is selection, supported by an ePortfolio curatorial process helping students make decisions about what’s to select for the ePortfolio and what to leave behind. Across all three programs, students report that these supportive practices are fundamental. 

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Understanding the Past & Present While Weaving the Future ePortfolios as a Space for Professional Discernment and Growth Gail Matthews-DeNatale, Ph.D. Lecturer, Graduate School of Education Associate Director, Center for Advancing Teaching and Learning Through Research Northeastern University
overview 1 Curriculum: What’s in a name? 2 3 4 ePortfolio as curriculum Northeastern example Student evidence
1 Curriculum: What’s in a name?
Curriculum
Currere This autobiographical method [for curriculum] asks us to remember, even enter, the past and meditatively imagine the future ... in order to understand more fully, with more complexity and subtlety ... the present This autobiographical method [for curriculum] asks us to remember, even enter, the past and meditatively imagine the future ... in order to understand more fully, with more complexity and subtlety ... the present. (William Pinar, 2004)
Currere Process (William Pinar, 2004) Regression Progression Analysis Synthesis
Currere Process (William Pinar, 2004) Regression Return to past, capture it, hover over it Progression Look forward to what is not yet the case, not yet present Analysis Consider how the future is in the past, and past in the future Synthesis Listen to inner voice for the meaning of the present
1 Curriculum: What’s in a name? 2 ePortfolio as curriculum
Portfolio Moves Currere Process Remember Envision Analyze Synthesize Regression Progression Analysis Synthesis
Syllabi, etc. Reflections Feedback Artifacts ePortfolio as Curriculum Remember How can I record my work and thinking to revisit the past as data in the future? Envision What do I imagine and desire that is not yet present? What are the possibilities? Synthesize Given what I have experienced, who am I now? How am I, and my thinking, transformed? Analyze What relationships do I perceive between the past, present, and future? Past Future Present
1 Curriculum: What’s in a name? 2 ePortfolio as curriculum 3 Northeastern example
Professional Four Concentrations Fully Online ePortfolio Program Master's Degree
Gateway Course Education as an Advanced Field of Study Concentration Core e.g. How People Learn Elective Courses e.g. Social Media Learning Portfolio Signature Assignment(s) Education Narrative Signature Assignment(s) Case Study Signature Assignment(s) Media Critique Capstone Learning Portfolio Work/Life Experiences Professional Portfolio
1 Curriculum: What’s in a name? 2 ePortfolio as curriculum 3 Northeastern example 4 Student evidence
• Week 1 – Annotated Curriculum • Week 2 – Self-Assessment • Week 12 – Final Reflection Evidence Considered
Wk1 Annotated Curriculum WL: At the beginning I felt a bit overwhelmed. I didn’t know what [terms] meant and how they related to the work I was doing … that bothered me at the time. [Now] I use research to direct my thinking and deepen my understanding … I would not have come to that realization without the starting at the beginning and feeling overwhelmed at first. Past Present Present Past
Wk2 Self-Assessment LW: As an undergraduate, I just presented data that existed. [Now I ] acknowledge my own perspective and how it directs my work … [I can] connect ideas on the spot … I note a change in my mindset from simply understanding that issues exist in higher education to engaging in work meant to change and improve higher education. Past Present Present Future
Wk12. Final Reflection JN: Returning to the end at the beginning, my philosophy statement reflects what I have learned about those views I held so long ago in my educational narrative. I still believe in equality of opportunity in education. I still believe in supporting students as individuals to find their respective paths in their lives through education. What has changed is my ability to help others achieve these goals.
Final Thoughts The value of ePortfolio as currere is that it creates a space for students to hold past, present, and future in dialogue. If we intentionally elicit this form of engagement, they will increase their sense of agency in relation to “curriculum,” their development, and their path forward.
https://champlain.instructure.com/courses/200147/pages/curriculum-mapping https://www.flickr.com/photos/aciel_akra/28335879908 images

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ePortfolio as Curriculum

  • 1. Understanding the Past & Present While Weaving the Future ePortfolios as a Space for Professional Discernment and Growth Gail Matthews-DeNatale, Ph.D. Lecturer, Graduate School of Education Associate Director, Center for Advancing Teaching and Learning Through Research Northeastern University
  • 2. overview 1 Curriculum: What’s in a name? 2 3 4 ePortfolio as curriculum Northeastern example Student evidence
  • 4.
  • 6. Currere This autobiographical method [for curriculum] asks us to remember, even enter, the past and meditatively imagine the future ... in order to understand more fully, with more complexity and subtlety ... the present This autobiographical method [for curriculum] asks us to remember, even enter, the past and meditatively imagine the future ... in order to understand more fully, with more complexity and subtlety ... the present. (William Pinar, 2004)
  • 7. Currere Process (William Pinar, 2004) Regression Progression Analysis Synthesis
  • 8. Currere Process (William Pinar, 2004) Regression Return to past, capture it, hover over it Progression Look forward to what is not yet the case, not yet present Analysis Consider how the future is in the past, and past in the future Synthesis Listen to inner voice for the meaning of the present
  • 9. 1 Curriculum: What’s in a name? 2 ePortfolio as curriculum
  • 10. Portfolio Moves Currere Process Remember Envision Analyze Synthesize Regression Progression Analysis Synthesis
  • 11. Syllabi, etc. Reflections Feedback Artifacts ePortfolio as Curriculum Remember How can I record my work and thinking to revisit the past as data in the future? Envision What do I imagine and desire that is not yet present? What are the possibilities? Synthesize Given what I have experienced, who am I now? How am I, and my thinking, transformed? Analyze What relationships do I perceive between the past, present, and future? Past Future Present
  • 12. 1 Curriculum: What’s in a name? 2 ePortfolio as curriculum 3 Northeastern example
  • 14. Gateway Course Education as an Advanced Field of Study Concentration Core e.g. How People Learn Elective Courses e.g. Social Media Learning Portfolio Signature Assignment(s) Education Narrative Signature Assignment(s) Case Study Signature Assignment(s) Media Critique Capstone Learning Portfolio Work/Life Experiences Professional Portfolio
  • 15. 1 Curriculum: What’s in a name? 2 ePortfolio as curriculum 3 Northeastern example 4 Student evidence
  • 16. • Week 1 – Annotated Curriculum • Week 2 – Self-Assessment • Week 12 – Final Reflection Evidence Considered
  • 17. Wk1 Annotated Curriculum WL: At the beginning I felt a bit overwhelmed. I didn’t know what [terms] meant and how they related to the work I was doing … that bothered me at the time. [Now] I use research to direct my thinking and deepen my understanding … I would not have come to that realization without the starting at the beginning and feeling overwhelmed at first. Past Present Present Past
  • 18. Wk2 Self-Assessment LW: As an undergraduate, I just presented data that existed. [Now I ] acknowledge my own perspective and how it directs my work … [I can] connect ideas on the spot … I note a change in my mindset from simply understanding that issues exist in higher education to engaging in work meant to change and improve higher education. Past Present Present Future
  • 19. Wk12. Final Reflection JN: Returning to the end at the beginning, my philosophy statement reflects what I have learned about those views I held so long ago in my educational narrative. I still believe in equality of opportunity in education. I still believe in supporting students as individuals to find their respective paths in their lives through education. What has changed is my ability to help others achieve these goals.
  • 20. Final Thoughts The value of ePortfolio as currere is that it creates a space for students to hold past, present, and future in dialogue. If we intentionally elicit this form of engagement, they will increase their sense of agency in relation to “curriculum,” their development, and their path forward.