eportfolios and employability

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ePortfolios and Employability Darren Cambridge Academic Content Management Summit State College, PA November 6, 2008

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Presentation at the IMS Academic Content Management Summit, State College, PA, November 6, 2008

TRANSCRIPT

Page 1: Eportfolios and Employability

ePortfolios and Employability

Darren Cambridge

Academic Content Management SummitState College, PA

November 6, 2008

Page 2: Eportfolios and Employability

Managing Transitions

• Serving automobile industry regionally

• Track competencies and communicate them to potential employers

• Plan ongoing professional development

• Expanding to all of the Netherlands

Page 3: Eportfolios and Employability

Competency Matching for Employability

• Choose competency frameworks defined by employers

• Determine and document competency profile

• Compare with career profiles

• Connect to learning to fill gaps

• Match with jobs

Page 4: Eportfolios and Employability

Samantha Slade’s Competencies

Page 5: Eportfolios and Employability

Symphonic Employability

• Career identity integrates– Human capital

(competencies)– Social capital– Adaptability

• Cultivated by narrative

- Ashford et. al.

Page 6: Eportfolios and Employability

Boundaryless Careers

• No longer tied to a single organization

• Projects rather than jobs

• Line between work and home blurred

• “The terrific deal” (Reich)

Page 7: Eportfolios and Employability

Corrosion of Character

• Work and identity in the new capitalism

• Interviewed diverse US workers

• Moral values of long-term commitments and enduring relationships

• Alignment of the personal and professional

Page 8: Eportfolios and Employability

Enrico and Rico

Page 9: Eportfolios and Employability

Narratives are more than simple chronicles of events; they give shape to the forward movement of time, suggesting reasons why things happen, showing their consequences. Enrico had a narrative for his life, linear and cumulative, a narrative which made sense in a highly bureaucratic world, Rico lives in a world marked instead by short-term flexibility and flux; this world does not offer much, either economically or socially, in the way of narrative.

–Sennett, 30

Page 10: Eportfolios and Employability

Integrity

• Values, commitments, and actions cohere and interconnect

• Across personal, professional, and civic roles

• Over time

• Made consistent to a systemic understanding of identity

Page 11: Eportfolios and Employability

Composing a Life

• Five unconventionally successful women

• Improvisation, interruption, redirection

• “Their own kind of integrity”

• Iterative understanding• Requires time, craft,

stepping out

Page 12: Eportfolios and Employability

If your opinions and commitments appear to change from year to year or decade to decade, what are the more abstract underlying convictions that have held steady, that might never have become visible without the surface variation?

Bateson, 15

Page 13: Eportfolios and Employability

“Finding the Thread in My Life”

Page 14: Eportfolios and Employability

• Used by 60,000 residents• Most active users demographically

representative• Use across roles suggests intrinsic motivation

and lifelong learning• Integration of different life roles in single

representation key to impact

Page 15: Eportfolios and Employability

I think it'd be difficult to separate completely, you know, who I am and what my immediate family loves are versus just me as a professional educator and nurse. … I am not someone who's isolated to the world of professional nursing education. I also have conflicting, or competing maybe, obligations within my life that I need to balance, just as students do and other professionals do, and I think that that's a good thing, to show … people that are reading my sites, I have other obligations in my life, and I manage to hopefully balance them all and be able to perform to the best of my ability in all those domains.

Tracy

Page 16: Eportfolios and Employability

Integrating Cultures at LaGuardia

• Recent immigrants and first-generation college students

• Bridging home and disciplinary culture

• Data showing impact on retention, student engagement, and pass rates

Page 17: Eportfolios and Employability

Hawaiian Values at Kapi’olani

• Organized around six native Hawaiian values and four stages of the journey of a canoe

• Bridging home and academic cultures

• Impact on student engagement and learning skills

Page 18: Eportfolios and Employability

Network SelfCreating intentional connections

Symphonic SelfAchieving integrity of the whole

Page 19: Eportfolios and Employability

From Subject to Author

• Ordering role of institutions and traditions shifted to individual

• From being our values, relationships, and experiences to having them

• Overarching principles that mediate competition

• Thinking about the self as a system you compose and conduct

Page 20: Eportfolios and Employability

Environments for Growth

• In both personal and professional domains– Learning as attitude toward life– Supported by inviting

environments rich in content and people

– Technology as a means to guide and support

• Communicated by the portfolios as a whole

• Can inform her profession

Page 21: Eportfolios and Employability

Good Work has Integrity

ExpertiseDoing work wellCompetencies

SocialProfessional contribution to society

IndividualPersonal integrity and meaning

EthicsDoing good workValues and meaning

Good Work(Gardner, Csikszentmihalyi, Damon)

Page 22: Eportfolios and Employability

New Teachers as Integral Professionals at Virginia Tech

Page 23: Eportfolios and Employability

Networked

• Play, emergence, entrepreneurialism, flexibility, agility

• Ease, speed, low-cost integration

• Aggregation, association• Relationships

• Collection, list, link, snapshot

• Blogs, social networking sites, etc.

Symphonic

• Integrity, commitment, intellectual engagement, balance

• Time, effort, high cost integration (author, context, audience)

• Synthesis, symphony• Relationships between

relationships• Theory, story,

interpretation, map• Hypertext, ePortfolio

systems, concept mapping tools

Page 24: Eportfolios and Employability

Networked Contributions

• Correcting for reconstitute nature of memory

• Captures messiness and situatedness (Hughes)

• Builds social capital• Enables peripheral participation• Combine with symphonic through

layering

Page 25: Eportfolios and Employability

Blogging into a Profession

• Julie Hughes’ students in classroom placements at Wolverhampton

• Community of practice through blogging • “Everyday theorizing”

Page 26: Eportfolios and Employability

Linking/Thinking at Clemson

Page 27: Eportfolios and Employability

Technical Support for Integrity

• Rich and easy to use capabilities for visual design

• Ease in embedding multimedia and distributed content

• Flexibility of hyperlinking and structure

• Granular access control

Page 28: Eportfolios and Employability

Technical Directions

• Standardized way to share information about competencies and their relationship to evidence – LEAP 2A / PIOP – HR-XML – IMS/GLC Collaboration

• Method for negotiating meaning of competencies– TAS3– HR-XML – IMS/GLC collaboration– Emergent from actual practice: bottom up as well as top

down

• Means to identify competency information within and link back to integral context of individual career narratives– LEAP 2 RDFa

Page 29: Eportfolios and Employability

Adding Semantics

Page 30: Eportfolios and Employability

Electronic Portfolios 2.0

• Collection of 24 chapters detailing research from the Inter/National Coalition for Electronic Portfolio Research

• Forthcoming from Stylus in December 2008

Page 31: Eportfolios and Employability

Ideas?

Darren Cambridge

George Mason University

[email protected]

+1-202-270-5224

http://ncepr.org/darren/presentations.html