Using Sakai and OSP to Influence Teaching and Learning
description
Transcript of Using Sakai and OSP to Influence Teaching and Learning
Using Sakai and OSP to Influence Teaching and Learning
Sharon Hamilton and Susan Kahn
Sakai Conference, June 2006
Vancouver, BC
Outline of workshop
Overview of IUPUI Portfolio ePortfolios and learning: reflection and
metacognition First year Learner Profile Capstone
NPEC/AIR Grant Lessons learned Looking to the future
The IUPUI Portfolio
Brief history Principles of Undergraduate Learning The OSP context Current Status New directions
Brief history Begun three times:
Honors portfolio First year portfolio Undergraduate portfolio
Stand alone Prototype for Epsilen portfolio Prototype for Open Source Portfolio 2.0 Now developing its institutional destiny
One student’s perspective “So you get here and they start asking you, ‘What do
you…want to major in? …what courses [do] you want to take?’ and you get the impression that’s what it’s all about – courses and majors. So, you take the courses. You get your card punched. You try a little this and a little that. Then comes GRADUATION. And you wake up and you look at this bunch of courses and then it hits you: They don’t add up to anything. It’s just a bunch of courses. It doesn’t mean a thing.”
Principles of Undergraduate Learning (PULs) Core communication and quantitative skills
Critical thinking
Integration and application of knowledge
Intellectual depth, breadth, and adaptiveness
Understanding society and culture
Values and ethics
Features of ePort1. Resources
2. MatricesPULCustomizable
3. Reviewers
4. Presentation Tool
5. Reporting Tool
The PUL matrixA means to:
Document student work over time. Enhance student learning. Assess growth over time Encourage reflection.
Inside a Matrix CellGoal: To document introductory competence in written communication
Expectations:
1.You have identified a different audience and purpose for at least 2 documents
2.You have selected information appropriate to your audience and purpose.
3.You have used two different organizational styles appropriate to audience and purpose
4. You have used appropriate language, style, writing conventions, and formats.
ePort in the first year: Welcome Welcome to the IUPUI electronic portfolio
(ePort)! ePort will help you to plan and make the most of your education here at IUPUI. It will allow you to track your learning and progress over time and develop evidence of your learning that you can use for many purposes.
Please begin your ePort by creating your Learner Profile.
My ProfileComplete form and then choose 'Save' at the bottom. A '*' means it is required information.
Public Information First name * Last name * Nickname Position * Department * School * Room
Hide my entire Profile
Personal Information Picture
None
Use University ID picture
Use Picture URL (browse feature)Hide just my personal
information
Home Page
Work Page
Home Phone
Other
Dashboard/Learner Profile Tasks
Profile Pre-Survey Preflection Upload resources ReflectionProfile
Information
Connections to self-assessment tools
Connections to Career Center; Student Life and Diversity
Connections to other helpful sites
Reflection in ePort Old definition: Reflecting involves
connecting evidence of learning to expectations for learning to discover and describe intellectual change.
Elements of reflection: Evidence Connections Intellectual growth
Preflection What are your important goals for your life after
college? Think about your goals in areas like career, citizenship, relationships, personal life, and spiritual/religious development.
Thinking of one or two of these goals, what do you need to do and learn between now and graduation to get there? What abilities, skills, knowledge, and other characteristics do you need to improve or develop?
Which of the PULs seem(s) most important for you to improve upon to reach your goals? Why?
Reflection Reflect upon the goals you had during your first weeks at
IUPUI.
Have your goals, or your ideas about how to reach them, changed?
What have you learned that is relevant to the goal(s) discussed in your preflection? What is the evidence for this learning?
Are there additional PULs that you now see as relevant to your goals?
Sample Matrix for CapstoneCareer Choice
Lifelong Learning
Who I Am in Today’s Global Society
Most Important English Goal
Most Important PrincipleWhy I Became an English Major
Matrix Thinking Reflecting on a discipline-specific or
interdisciplinary concept in relation to a larger conceptual framework. Example: reflecting on assignments completed in
English, history, math, and biology in relation to critical thinking.
Development in Reflection Ability to self-assess
Observing own performance Using feedback to find patterns
Awareness of how one learns Moving from misconceptions to conceptions Metacognition
Developing lifelong learning skills Transferring learning to other contexts Understanding learning as a lifelong process
“Enhancing Student Success Through Electronic Portfolios”
Funded by AIR and NPEC Student Success Initiative in 2004-2005
Research question: What is the impact of ePort on the success of first-year students?
Project DesignFirst semester:
Piloted ePort in 8 Themed Learning Communities
6 other TLCs served as control group Compared outcomes for experimental and
control groups
Multiple assessment approaches
End-of-semester survey administered to students in both the experimental group and the control group
Comparison of retention rates
Comparison of grade point averages
ePort Advisory Board Made up of faculty teaching experimental
classes
Met monthly to exchange materials and discuss experiences with pilot
Also acted as de facto users’ group that provided input to technology developers
Retention to second semester (adjusted)
Grade point averages (adjusted)
ePort participants (n=144) Average fall GPA: 2.64 Adjusted GPA: 2.70
Non-participants (n=71) Average fall GPA: 2.73 Adjusted GPA: 2.60
PUL/NSSE Survey ePort students indicate greater “engagement”
in NSSE questions Statistically significant differences in:
Writing and revising papers Integrating ideas from different courses Working harder than expected Hours preparing for class Support needed to succeed
PUL/NSSE Survey Statistically significant differences in:
Perceptions of importance of 7 of 10 PULs
Self-ratings of competence in 3 of 10 PULs (quantitative reasoning, information literacy, integration and application of knowledge)
Lessons Learned So Far
Be prepared to provide extensive faculty development and technical support
Expect some frustration with new technology
Be prepared to answer questions about “why are we doing this?” from faculty and students
Lessons Learned So Far Be aware of faculty workloads
Keep expectations simple
Expect uneven levels of participation and interest at first—an e-portfolio initiative needs time to grow
Ensure the technology is ready so that people have a good experience the first time around
Looking to the Future Incorporate what we’ve learned into faculty
development for new cohorts Continue to assess student outcomes;
eventually develop longitudinal assessment Continue to work toward gradual campus-
wide adoption by targeting departments (Integrative Department Grants) and large multi-section courses
Looking to the future Matrices for qualifications in the following:
Honors Undergraduate Research Civic Engagement Global Competence Vocation & Values Others…
Meta-tags: one document; many purposes Presentations
Resumes and career applications Graduate school applications; scholarships
“I no longer see what I have to offer as an English job hunter in mere terms of degree possessed and years of experience…I look at what I have to offer in a larger context. Beyond the essentials in my resume that I share with all other graduates, I now see capacities in critical thinking, communications, and multi-project analyses. All these capacities can be supported with the creative and scholarly material in my matrix.”