eportfolios as a vehicle to foster communities of practice in education
DESCRIPTION
This is a discussion of an e-portfolio platform developed through the combination of several theories to engage learners in concepts of life-long learning.TRANSCRIPT
Bridging the Gap
ePortfolios, Developing a Community of Practice Model in Support of Lifelong Learning
Josh Yavelberg
21st Century
•Academically Adrift
•STEM
•A Whole New Mind
Partnership for 21st Century Skills
•Core Subjects and 21st Century Themes
•Learning and Innovation Skills
•Life and Career Skills
•Information, Media, and Technology Skills
Partnership for 21st Century Skills
•Core Subjects and 21st Century Themes
Global Awareness
Financial, Economic,
Business and
Entrepreneurial Lit.
Civic Lit.
Health Lit.
Environmental Lit.
Partnership for 21st Century Skills
•Learning and Innovation Skills
Creativity and
Innovation
Critical Thinking and
Problem Solving
Communication and
Collaboration
Partnership for 21st Century Skills
•Life and Career SkillsFlexibility and Adaptability
Initiative and Self
Direction
Social and Cross Cultural
Skills
Productivity and
Accountability
Leadership and
Responsibility
Partnership for 21st Century Skills
•Information, Media, and Technology Skill
Information Lit.
Media Lit.
Information,
Communications and
Technology (ICT) Lit.
Partnership for 21st Century Skills
ePortfolios
•Reflect
•Assess
•Showcase
•Critique
ePortfolios
AR
TStudio Thinking
Develop CraftEngage and
Persist
Envision
Expre
ss
Observ
eReflect
Stretch and
Explore Understand The
Art World
AR
TFramework
Model for Integration
Guidance
Guidance
Collaboration
Collaboration
Communities of Practice
Purpose:
“To create, expand, and exchange knowledge, and to develop individual capabilities” (Wenger, 2002, page 42)
How does this relate?
• Faculty = Community Coordinators• Foundations faculty must initiate members,
and develop 21st century skills necessary to be connected, involved, and successful:– Creativity and innovation– Critical thinking and problem solving– Communication and collaboration
Is it working?
• Currently… no• Caught in a “Vicious Cycle” rather than a
“Virtuous Cycle” (Wenger, 2002, p. 165)
• Degrees of community participation (a common theme with online platforms)– Lurkers– Contributors– Creators
• Limited scope of this particular pilot platform
Works Cited:• Arum, R. & Roksa, J. (2011). Academically adrift : limited learning on college
campuses. Chicago: University of Chicago Press.• Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New
York: Harper and Row.• Efland, A. (2002). Art and cognition : integrating the visual arts in the curriculum.
New York; Reston VA: Teachers College Press; National Art Education Association.• Eisner, E. (2002). The arts and the creation of mind. New Haven: Yale University
Press.• Gardner, H. (1982). Art, mind, and brain. New York: Basic Books.• Hetland, L., Winner, E., Veenema, S., & Sheridan, K. (2007). Studio thinking : the
real benefits of visual arts education. New York: Teachers College Press.• Partnership for 21st Century Skills: p21.org• Pink, D. (2005). A whole new mind : moving from the information age to the
conceptual age. New York: Riverhead Books.• Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of
practice a guide to managing knowledge. Boston, Mass.: Harvard Business School Press. Retrieved from http://www.books24x7.com/marc.asp?bookid=3483
• Yavelberg, J. (2011). Bridging the gap: concepts for integrating portfolio technology into the studio art curriculum to develop 21st century skills. Unpublished Paper
