eportfolios as catalyst - connections 2015
TRANSCRIPT
Making Learning Visible: EPORTFOLIOS AS A
CATALYST FOR LEARNING & CHANGE
Dr. Marc Zaldivar ([email protected])
Active Technologies for Engaged Learning
Connections 2015
Guiding Questions
• Why ePortfolios?
• Why does ePortfolio pedagogy catalyze change?
• What might this look like in practice?
• Source material:• http://www.aacu.org/leap/hip.cfm All
things HIP• http://www.youtube.com/watch?v=JUx
M2OOPMMw&feature=youtu.be Reflection & ePs
• https://atel.tlos.vt.edu/student-showcase/. Some really amazing students doing amazing things.
• This presentation is available at http://tinyurl.com/ePConnections15
Who we are
• Comprehensive Research I Institution
• Land grant
• 60 bachelors degree programs
• 140 masters and doctoral degree programs
• ~31,000 total FTE
• ~1,700 full-time teaching faculty
How we got here…
• Phase 1 (Pre-2004): On your own
• Phase 2 (2004-7): Becoming systematic
• Phase 3 (2007-12): Centralizing, department-focused, getting grounded, tool-centered (ePortfolio Initiatives)
• Phase 4 (2012-now): Student- and process-centered, tools abound (Active Technologies for Engaged Learning)
ePortfolios in academic contexts • Individual learning
portfolios
• Online resumes
• Teaching portfolios
• Course-based learning portfolios
• Programmatic assessment portfolios
• External accreditation portfolios
Assess
Share
Select Reflect
Collect
Why is ePortfolio Pedagogy relevant?
Drag picture to placeholder or click icon to add
Folio Thinking creates students who are engaged with their learning and
who seek to demonstrate that learning to relevant audiences (peers, instructors, advisors,
professional contacts)Encourage students to integrate discrete learning experiences
Enhance students' self-understanding
Promote students' taking responsibility for their own learning
Support students in developing an intellectual identity
ePortfolios MAKE LEARNING VISIBLE
ePortfolios AS catalyst?
Image from http://rlv.zcache.co.nz/Image from https://www.pinterest.com/pin/46021227413943236/
catalysts
facilitate
change
ePortfolios AS catalyst?
Three Primary Audiences
Five Tiers of Stability
Three Encompassing Qualities
Success=Change
http://c2l.mcnrc.org/
EPORTFOLIOS AS CATALYST
EPORTFOLIO AS CATALYST
ePortfolios AS catalyst?
What are high impact practices?
• George Kuh, (AACU, 2008)• First-year Seminars and Experiences• Common Intellectual Experiences• Learning Communities• Writing Intensive Courses• Collaborative Assignments and Projects• Undergraduate Research• Diversity/Global Learning• Service Learning, Community-Based Learning• Internships• Capstone Courses and Projects
• All demonstrated significantly increased engagement by students in deep learning.
What might this look like in practice?
• Students do amazing work, both in and out of the classroom…
What might this look like in practice?
• While they do this work, hopefully they learn something…
Scieneering has bridged the gap between my passion for the sciences with my desire to face the challenges of engineering… Upon coming to Virginia Tech, I initially decided to pursue studies in the Biological Sciences. However, the challenge of the engineering curriculum- especially one from the acclaimed university founded through a land-grant solely to teach engineering- beckoned my academic curiosity and as a sophomore I had every intention on switching to a degree in Chemical Engineering. However, upon taking these engineering classes I realized my true passion remained in the sciences yet still yearned to pursue engineering to perfect the characteristic method of organized problem solving that is emphasized through engineering... Through the Scieneering program, I have realized that the two disciplines, while separately are quite powerful, are a much more potent tool for innovation and research when forged together. – Michelle Tran, ePortfolio Undergraduate Showcase Winner, 2012.
What might this look like in practice?
• And while they learn, they can hopefully make that learning visible in order to gather feedback from peers, mentors, and audiences of their choosing and need…
Bringing it all around
• ePortfolios enable a unique set of assessment data, including direct evidence of students’ skills and direct reflection on the attainment of those skills by the student.
• Having a set of ePortfolios offers a varied look at your students’ responses to the curriculum, offering a variety of unique perspectives on the attainment of key departmental/programmatic/institutional outcomes.
Interested parties review this work
to determine strengths and weaknesses in the curriculum.
Faculty use information
gatheredto improve
student learning.
Students do work, gather, reflect,
curate, and display their learning.
Evaluators perform
assessment
Data is communicated openly to
facilitate programmatic improvement
Students submit
artifacts and write
reflections
CNRE Assessment Cycle
• Points to need for better ways to approach inquiry.
• Data will be used this summer for curricular planning in courses beyond first-year.
Data from CNRE’s Assessment of Inquiry Outcome
More opportunities to TALK
• Thank you for your time and attention!
• Marc Zaldivar ([email protected])http://atel.tlos.vt.edu
• The Catalyst Model of ePortfolio Adoptionhttp://c2l.mcnrc.org
• The Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL)http://www.aaeebl.org