Post on 25-May-2015
description
Electronic Portfolio Learning in Layers
Insights for Rhetoric and Composition about Reflective Learning, Integrative Learning, and
General Education Outcomes from the Inter/National Coalition for Electronic Portfolio
Research
CCCCApril 5, 2008, New Orleans, LA
Presenters
• Darren Cambridge, George Mason Universitydcambrid@gmu.edu
• Barbara Cambridge, NCTEbcambridge@ncte.org
• Judith Kirkpatrick, Kapi’olani Community Collegekirkpatr@hawaii.edu
• Karen Druffle, Framingham State University kirkpatr@hawaii.edu
Developmental Progress Promoted by Eportfolio
Learning (Alverno College)concrete and narrow to complex and
interpretive
focus on the outcome to probing the meaning of the outcome
personal narrative to seeing self in a
wider context
Coalition Process and Progress about Reflection
in Eportfolios• Questions about reflection• Single artifact• Artifact-in-local-context• Reflection in wider context• Moving to kinds of reflective
artifacts
Context
• Reflection always happens in context.
• Contexts that connect with students are more likely to engage them in portfolio learning.
Portfolio Structures
• Portfolio structures signal what is important.
• One reason is that the structure shapes the reflection.
• When students create their own structures, linking personal connections to curricular aims, they can demonstrate pattern marking that is a characteristic of expertise.
Structures of Reflection
• The structures of reflection warrant further study. Ex: – Images– Maps– Developmental frameworks
Networked and Symphonic Selves
Darren CambridgeGeorge Mason University
Network SelfCreating intentional connections
Symphonic SelfAchieving 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, symphony• Relationships between
relationships• Theory, story,
interpretation, map• ePortfolio systems,
Web 1.0
Folio Thinking at Stanford
• Folio thinking: learning principles and processes associated with portfolios
• Reflective “Idealogs” composed throughout the semester
• Wikis and blogs
Folio Thinking at Wolverhampton
• Julie Hughes’ students in classroom placements at Wolverhampton
• Community of practice through blogging • “Everyday theorizing”
Matrix Thinking at IUPUI
• English capstone course • General education outcomes and contexts for
learning• Impact on sophistication of reflection
Matrix Thinking at Kapi’olani
• First-year courses • Six native Hawaiian
values and four stages of the journey of a canoe
• Impact on student engagement and learning strategies
Linking/Thinking at Clemson
• Psychology undergraduate research program
• Complexity of arrangement mirrors sophistication of disciplinary and professional identity
Studios at LaGuardia
• Bridging home and discipli nary culture
• Impact on retention, student engagement, grades
• Portfolio studios• Iteration • Visual design
– Washington– Virginia Tech
Electronic Portfolios 2.0: Emergent Findings
and Shared Questions• Collection of 24
chapters detailing research from cohorts I, II, and III of the Coalition
• Forthcoming from Stylus in early Fall 2008