ePortfolios in Action: An Evolving Learning Landscape

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<ul><li><p> Telling Our Stories, CTDLC 2007</p><p>ePortfolios in Action:An Evolving Learning Landscape</p><p>Gail Matthews-DeNatale, Ph.D.Associate DirectorAcademic Technology, Simmons College</p></li><li><p> Presentation Overview</p><p>1. Preliminary Thoughts</p><p>2. Stories and Learning</p><p>3. ePortfolios in Action</p><p>4. Final Thoughts</p></li><li><p> Part I</p><p>Preliminary Thoughts</p></li><li><p> Preliminary Thought #1</p><p>Developing an ePortfolio program is not for the faint of heart</p></li><li><p> Preliminary Thought #2</p><p>Our culture yearns for truth tellers yet people who tell the truth seem to be in short supply</p></li><li><p> Jon Stewart</p></li><li><p> Glenn Kelman, Redfin</p></li><li><p> Mary Catherine Bateson</p><p>It can be very difficult to recognize the ways in which one situation or event in your life is linked to others Because our society has preferred</p><p>continuous versions of stories, discontinuities seem to indicate that something is wrong with you. One strategy is to make a story that interprets change as continuity.</p></li><li><p> Preliminary Thought #3</p><p>ePortfolios help students get in touch with their inner truth-teller</p></li><li><p> Part II</p><p>Stories and Learning</p></li><li><p> What is Story?</p><p>Story is</p><p>ProductProcessCycle</p></li><li><p>Stories are the large and small instruments of meaning, of explanation, that we store in our memories.Joe Lambert / Roger Schank</p><p>Story as Product</p></li><li><p>Those who do not have power over the story that dominates their lives, the power to retell it, rethink it, deconstruct it, joke about it, and change it as times change, truly are powerless, because they cannot think new thoughts.Salman Rushdie</p><p>Story as Process</p></li><li><p> Story as Cycle</p><p>Reflection&amp; Analysis</p><p>Share withOthers</p><p>Experience</p><p>Deeper PersonalUnderstanding</p><p>FutureStories</p></li><li><p> Challenging Questions for Educators</p><p>How can we help students increase the amount of time they devote to reflection and critical thinking?</p><p>How can we help students articulate what theyre learning? and what they need to learn?</p><p>How can we help students remember and care about learning? </p></li><li><p> Part III</p><p>ePortfolios in Action</p></li><li><p> Undergraduate Honors ePortfolio</p></li><li><p> Undergraduate Honors: The Truth</p><p>eP Contents Perceived Value</p><p>Year 1</p><p>Year 2</p><p>Year 3</p><p>Year 4</p></li><li><p> Undergraduate Honors: The Truth</p></li><li><p> GSLIS ePortfolios</p></li><li><p> GSLIS ePortfolios: The Truth</p></li><li><p> School of Social Work ePortfolios</p></li><li><p> School of Social Work ePortfolios</p></li><li><p> SSW ePortfolios: The Truth</p></li><li><p> Part IV</p><p>Final Thoughts </p></li><li><p> Final Thoughts</p><p>ePortfolios support students as they learn to</p><p>1. Cherish the product</p><p>2. Enjoy (but dont underestimate) the process</p><p>3. Embrace the truth-telling cycle</p><p>We owe it to them to do the same!</p></li></ul>