towards a philosophy of lifelong learning with eportfolios
TRANSCRIPT
TOWARDS A PHILOSOPHY OF LIFELONG LEARNING WITH EPORTFOLIOS
Darren Cambridge, National Council of Teachers of English ICT for Lifelong Learning, Siberian Federal University, September 17, 2014
BRACHES
• Ontology: Knowledgeability and identity pathways
• Ethics: Expressibility of authenticity and integrity
• Epistemology: Validity through deliberation
• Politics: Networked improvement
ONTOLOGYKnowledgeability and Identity
Pathways
Etienne and Beverly Wenger-Trayner
Etienne and Beverly Wenger-Trayner
Client
Knowledgeabilitynegotiating identity in a complex landscape
Training
AlumniWorkplace
Research discipline 1
Regulatory body
Professionalbody
Research discipline 2
Wikipedia
Communities of practice
NGO’s
Informalcommunities
Institutes
Informalcurriculums
Personalnetworks
Bloggers
FROM INEFFABLE TO ESSENTIALLY CONTESTED
• Ineffable outcomes: Things we all think are important but don’t think we can measure• E.g., ethics, leadership, social
responsibility
• Essentially contested concept (Gallie, 1956)
• More optimal development because of contestation
Etienne and Beverly Wenger-Trayner
Our Goal: Open Identity Pathways (Bill Peneul)
Eportfolio as adigital means for creating and using
evidence of knowledgeability to access identity pathways
ETHICSExpressibility of Authenticity
and Integrity
AUTHENTICITY• Finding truth through examination of
what is unique about oneself • Enacting that difference through creative
expression• Protecting choice as a core value
SOCIAL AUTHENTICITYBecoming an authentic individual is not a matter of recoiling from society in order to find and express the inner self. What it involves is the ability to be a reflective individual who discerns what is genuinely worth pursuing within the social context in which he or she is situated.
IS ULYSSES THE JOURNEY OR THE POEM?
Network Self
Creating intentional connections
Symphonic Self Achieving integrity of the whole
Networked
• Play, emergence, entrepreneurialism, flexibility, agility
• Ease, speed, low-cost integration
• Aggregation, association• Relationships
• Collection, list, link, snapshot
• Web 2.0 and social software
Symphonic
• Integrity, commitment, intellectual engagement, balance
• Time, effort, high cost integration (author, context, audience)
• Synthesis, organization• Relationships between
relationships• Theory, story, interpretation,
map• ePortfolio systems, Web 1.0
“FINDING THE THREAD IN MY LIFE”
INTEGRITY• Consistency and coherence
over time (lifelong)
• Consistency and coherence across roles (lifewide)
• Achieved and asserted through narrative
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
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
EPISTEMOLOGYValidity Through Deliberation
EXPANDED NARRATIVE MATERIALS
Eportfolios Digital Badges Learning Analytics
SOCIAL DATA FOR INTEGRITY:EMERGENT PROFESSIONAL PROFILES
Stipulated• Pre-defined links
to standards or activities
Emergent• Individual patterns
based on observed success
Collective• Group patterns
based on observed success
SOCIAL DATA FOR INTEGRITY: SOCIAL LEARNING NETWORK ANALYSIS
SOCIAL DATA FOR INTEGRITY: EPISTEMIC NETWORK ANALYSIS
STEM professions defined by SKIVE: Skills, Knowledge, Values, Identity, Epistemology
INCHOATE
John Dewey The Public and Its Problems
• Individuals need an active role in determining how decisions are made based on their “traces.”
• We probably can’t control what the Targets do, but we can determine how our educational institutions function.
Our goal is to develop an understanding of validity that begins with the questions that are being asked; that can develop, analyze, and integrate multiple types of evidence at different levels of scale; that is dynamic in the sense that questions, available evidence, and interpretations can evolve dialectically as inquirers learn from their inquiry; that allows attention to the antecedents and anticipated and actual consequents … and that situates the assessment in the broader context in which it is used.
Moss, et.al., “Validity in Educational Assessment”
–Moss, et.al., “Validity in Educational Assessment”
A validity theory can also be construed as the representation of an epistemology—a philosophical stance on the nature and justification of knowledge
claims—which entails a philosophy of science.
DELIBERATIVE ASSESSMENTFrom: Focus on specifying type of evidence to be considered
To: Focus on norms of system of conversations about evidence that lead to decisions
DELIBERATIVE ASSESSMENT• Standardized: Objectivist/utilitarian• Expressive: Subjectivist/intuitionist
(Gray 2002)
• Deliberative assessment • Learning complex and situated • Judgment based in embodied expertiseStudents as authoritative
informants about their own learning (Yancey 1998) • Institutional values and outcomes the result of deliberation based
on these sources of expertise
DELIBERATIVE DEMOCRACY THEORY AND EPORTFOLIO ASSESSMENT
• Portfolio as a mediator of collective decision making
• Deliberative democracy • Decision making • Legitimation
• Principles to apply to a deliberative system
PRINCIPLES OF DELIBERATIONPublicity• Deliberative system which informs and
holds accountable
Inclusiveness• All impacted by decisions can participate
Reasonableness• Economy of moral objections• Respect for reasonable disagreement
Provisionality • Openess to changing positions and
decisions
A NEW ROLE FOR COMPETENCIES
• Standardized: Matching performance to a pre-defined set of outcomes
• Deliberative: Capture standards all stakeholders value as enacted in practice and examining alignment of both student and programmatic performance
COMPETENCIES IN ORGANIZATIONAL LEARNING
• Standardized: Articulating expectations to students• Deliberative: Means for mutually accountable connection between
individual and organizational learning • Boundary objects: “Boundary objects are objects that are both plastic
enough to adapt to local needs and constraints of the several parties employing them, yet robust enough to maintain a common identity across sites” (Leigh Star 1989)
POLITICSNetworked Improvement
45
Stylus, 2009
R. Rice & K. Willis (Eds.). (2013). ePortfolio Performance Support Systems: Constructing, Presenting, and Assessing Portfolios in Public Workplaces. West Lafayette, IN: Parlor Press.
[email protected] @dcambrid
Jossey-Bass, 2010 Winner of MacArthur Digital Media and Learning Writing Prize