fostering self-determined behaviors through eportfolios:
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Fostering Self-Determined Behaviors through ePortfolios:. A student-driven eportfolio initiative and study. - PowerPoint PPT PresentationTRANSCRIPT
Fostering Self-Determined Behaviors through ePortfolios:
A student-driven eportfolio initiative and study
“To be self-determined is to endorse one’s actions at the highest level of reflection. When one is self-determined, people experience a sense of freedom to do what is interesting, personally important, and vitalizing.”
-Ryan and Deci www.psych.rochester.edu/SDT/
Richard Ryan and Edward Deci
www.psych.rochester.edu/SDT
Autonomous Behavior
To be autonomous means to act in accord with one’s self
Autonomous Behavior
It means feeling free and volitional in one’s actions.
Autonomous Behavior
When autonomous, people are fully willing to do what they are doing.
Autonomous Behavior
They embrace the activity with a sense of interest and commitment.
Autonomous Behavior
Their actions emanate from their true sense of self
Autonomous Behavior
so they are being authentic.
Controlled Behavior
When controlled, people act without a sense of personal endorsement.
Controlled Behavior
Their behavior is not an expression of the self for it is subjugated to the controls.
Controlled Behavior
In this condition, people can reasonably be described as alienated.
Autonomous = AuthenticityControlled = Alienation
Edward L. Deci, Why We Do What We Do, Understanding Self-Motivation,(1996) New York, New York, Penguin Books
• eportfolio as tool for reaching Tipping-Point from extrinsic (instructor-led) motivation to intrinsic (student-led) self-determined learning behaviors
• student recognizing and creating own learning experiences and opportunities for reflection in all areas of life
• student selecting, collecting, reflecting on, and connecting non-required artifacts outside of classroom eportfolio
Extrinsic Motivators• Explicit requirements, instructions, goals, and
expectations from instructor• Deadlines• Grades• Extra Points (Rewards) and Point Deductions• Instructor Feedback• Peer Feedback• Feedback from experts outside of the classroom• Training and Support• Instructor maintains own eportfolio• Provide examples of other student eportfolios• Provide reflection prompts and rubric• Create template for required content and reflection• Student freedom with design and look of eportfolio• Student eportfolio showcases• Recognition and Rewards
Self-Determined Behaviors (motivators are intrinsic)• Autonomy
• Self-regulated activity• Responsibility and ownership• Student-led reflection and prompts
• Competency• Demonstrated mastery of skill or concept• Self-awareness of demonstrated mastery
• Relatedness• Making knowledge connections to all areas of life
– academic, professional, personal• Finding social relevance in course and program
content and assignments
eportfolio
Extrinsic
Intrinsic
Nancy Wozniak, Stony Brook University, 2010SBU ePortfolio Implementation and Study - http://stonybrook.digication.com/sbu_eportfolio/SBU_ePortfolio_Study
• natural, unstructured formation of student community and collaboration
• eportfolio as tool for reaching Tipping-Point from extrinsic (instructor-led) motivation to intrinsic (student-led) self-determined learning behaviors
• student recognizing and creating own learning experiences and opportunities for reflection in all areas of life
• student selecting, collecting, reflecting on, and connecting non-required artifacts outside of classroom eportfolio
Extrinsic Motivators• Explicit requirements, instructions, goals, and
expectations from instructor• Deadlines• Grades• Extra Points (Rewards) and Point Deductions• Instructor Feedback• Peer Feedback• Feedback from experts outside of the classroom• Training and Support• Instructor maintains own eportfolio• Provide examples of other student eportfolios• Provide reflection prompts and rubric• Create template for required content and reflection• Student freedom with design and look of eportfolio• Student eportfolio showcases• Recognition and Rewards
Self-Determined Behaviors (motivators are intrinsic)• Autonomy
• Self-regulated activity• Responsibility and ownership• Student-led reflection and prompts
• Competency• Demonstrated mastery of skill or concept• Self-awareness of demonstrated mastery
• Relatedness• Making knowledge connections to all areas of life
– academic, professional, personal• Finding social relevance in course and program
content and assignments
eportfolio
Extrinsic
Intrinsic
Nancy Wozniak, Stony Brook University, 2010SBU ePortfolio Implementation and Study - http://stonybrook.digication.com/sbu_eportfolio/SBU_ePortfolio_Study
• natural, unstructured formation of student community and collaboration
Stony Brook Study
• Do authentic learning methods
facilitated through the use of eportfolios have a positive impact on student self-determined behaviors?
Methods of Measurement
• Pre and Post test measuring self-determined behaviors
• Intensity, Frequency and Duration rubric measuring eportfolio activity
• Student interviews and focus groups
Student ePortfolio Consultants lead the drive to teach students and faculty about the importance of reflection in the eportfolio learning process.
stonybrook.digication.com/egiminez
As I begin to work on my ePortfolio I began to understand how this could be beneficial to anyone. An ePortfolio is a living showcase of your work. It is an easy way to store all your projects and showcase them for others to see. It also gives a personal touch that something like a resume can't. ePortfolios allow you to elaborate extensively on what work you have done including writing reflections on what you did. You can also display class projects and things you have written.
http://stonybrook.digication.com/ansuejacob
http://stonybrook.digication.com/ahrum_kim
http://stonybrook.digication.com/sourav.tamang1
Meta-cognating Murray
Student ePortfolio Consultants conduct classroom training sessions and workshops. Eda designed Meta-cognating Murray used to promote reflection in student eportfolios.
ePortfolio consultants in charge of Change the World Student ePortfolio Showcase during Stony Brook Spring Colloquium on May 14th
stonybrook.digication.com/spring_colloquium/About_the_Showcase
ePortfolio student consultants pick featured eportfoliosstonybrook.digication.com/portfolio/directory.digi
Student consultants design newsletter and Galaxy of Stars page
Featured eportfolios screens designed by student consultants shown on SCALA monitors in SINC sites (student computer labs)
Join our Facebook group called Spotlight on ePortfolios, our fan page on Facebook called Stony Brook ePortfolios, follow our Twitter page and join our Spotlight on ePortfolios group at LinkedIn!
Student consultants conduct focus groups with students using eportfolios in courses
ePortfolio Consultants presenting at colloquium in May
Nancy Wozniak, M.A. Learning Architect and ePortfolio Program Manager
Stony Brook UniversityThe Faculty Center
S1464 Melville LibraryStony Brook, NY 11794-3350
stonybrook.digication.com/nancywozniak