A Window and a Doorway: ePortfolios in Support of Program Redesign
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Session Presented in Boston at the 2014 AAEEBL Conference (Association for Authentic, Experiential, Evidence-Based Learning) Session Abstract: ePortfolios provide a window into student perception, a view that cannot be attained through other means. In 2012 Northeastern’s M.Ed. Program analyzed students’ portfolios to assess their presentation of self and representation of learning. This served as the doorway to redesigning a cohesive curriculum in which portfolio-based signature assignments integrate theory with practice, engaging students and faculty in a synergistic approach to learning. This interactive session involves participants in exercises and the consideration of guiding questions for program redesign.
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A Window and a Doorway: ePortfolios in Support of Program Redesign
- 1. A Window and A Doorway ePortfolios in Support of Program Redesign Mya Mangawang, Ph.D. Gail Matthews-DeNatale, Ph.D. Lydia Young, Ed.D. Northeastern University Graduate School of Education
- 2. Today Mya Motivation Lydia Interactive Exercise & Redesign Overview Gail Redesign in Action Within One Concentration 2
- 3. ePortfolios As Window & Doorway 3
- 4. ePortfolios As Window & Doorway 4 By pursuing a Master's degree, you are in a process of -- metaphorically speaking -- writing the next chapter in the story of your life. Your courses are one part of that process. You construct meaning on your journey, considering how your program informs and shapes personal and professional goals. Your ePortfolio is designed to help you document this narrative of growth to see how parts relate to the whole.
- 6. Our Students By the Numbers 6 Size ~470 Active Students Profile +60% attend part time Format 100% fully online Concentrations 4 Gender 73% female Region 56% in state, 44% out of state
- 7. Another View of Our Students 7
- 8. Another View of Our Students 8 If we ask these students to document and reflect upon their learning in an ePortfolio, what will they would do with it? How is this similar or different from what we hope they would do with it?
- 9. Redesign Process • 2012: Inquiry – Reviewed Portfolios Students Had Already Created – Identify Program Competencies – Author Mission Statement • 2013: Reflection & Redesign – Author Concentration Missions, Identify Competencies – Curriculum Mapping to Missions/Competencies – Plan Courses & Identify Signature Assignments – Embed ePortfolios in the Curriculum • September 2013: Implementation 9
- 10. Kick-Off Retreat 1. What can you tell about the person's background, motivation, goals, and aspirations? How does this compare with your understanding of the profiles of students who enroll in our programs? 2. Looking at the person's work samples, what appear to be the areas of strength and need? How could that be addressed? 3. Given the strengths and challenges that you observe in the ePortfolios, what do our students need to thrive, both in our programs and after graduation? What are the implications for program improvement? 10
- 11. We Are Not Who We Think We Are Many Were 1. Inexperienced 2. Unrealistic expectations 3. Not making connections 4. Not articulating professional identity 11
- 12. Why? 12 + +
- 13. What’s Your Ideal for Graduates? What contributions are you preparing students to make to society and/or to their profession? What expertise, abilities, and characteristics will the graduates of your program need to be able to make these contributions? Think, Pair, Share 13
- 15. 15
- 16. Mission 16 The Master of Education program at Northeastern University develops educators with the skills and intellectual acumen to be effective, to question systemic norms, and to anticipate and shape a more equitable, globally connected society.
- 17. 17
- 18. 18
- 21. Mission 21 eLID prepares graduates to design engaging mobile and online learning environments, develop new models and strategies for motivating learners, and respond innovatively to the opportunities and challenges associated with living in a technology-rich, globally connected society.
- 22. ePortfolios: Two Faces, Inherent Tensions 22
- 23. A Question of Ownership 23 Metacognition, self- awareness, and self- regulation regarding competencies make it possible for students to develop agency over their learning. The ideal portfolio process supports the development of these capabilities.
- 24. Professional Learning Plan 24 Strategic Thinker “I am at a changing point in my career … I am leading the team to move our corporate learning models to online modalities … Although this is an exciting project, this also is a time where I need to consider my next professional steps.”
- 25. Case Study 25 Communicator “Throughout this entire course, one idea has become very clear to me: the intersectionality between concepts of learning. There are many connections and patterns between information and ideas, and it is at the intersection of these ideas and experiences that true learning occurs.”
- 26. Learning Concept Maps Creative Problem Solver 26
- 27. Learning Concept Maps Creative Problem Solver 27
- 28. Education Narrative 28 Culturally Responsive “I am seriously considering applying what I’m learning to career counseling. I want to focus on helping veterans overcome the struggles they face when adjusting to campus life from the military. Problems such as PTSD, depression, anxiety and alcohol/substance abuse all play a huge role in their challenges accessing the system.”
- 29. Personal Process, Integrated Learning 29
- 30. Foundation Courses Ed as Field of Study How People Learn Models for Learning Design Professional Learning Plan Learning Portfolio Showcase Portfolio Experiential Learning Proposal Connecting Theory with Practice Review Portfolio Plan Project Design as Collab. Profession Social Media Open Learning Tech. as Medium for Learning Capstone Revise/Present Work to Others Professional Portfolio Experiential Learning Work Professional Integration & Presence
- 31. 31 Showcase Portfolio Experiential Learning Proposal Connecting Theory with Practice Review Portfolio Plan Project Design as Collab. Profession Social Media Open Learning Tech. as Medium for Learning Capstone Revise/Present Work to Others Professional Portfolio Experiential Learning Work Professional Integration & Presence Professional Learning Plan Foundation Courses Ed as Field of Study How People Learn Models for Learning Design Learning Portfolio
- 32. 32 Foundation Courses Ed as Field of Study How People Learn Models for Learning Design Professional Learning Plan Showcase Portfolio Design as Collab. Profession Social Media Open Learning Tech. as Medium for Learning Capstone Revise/Present Work to Others Professional Portfolio Experiential Learning Work Professional Integration & Presence Experiential Learning Proposal Connecting Theory with Practice Review Portfolio Plan Project Learning Portfolio
- 33. 33 Foundation Courses Ed as Field of Study How People Learn Models for Learning Design Professional Learning Plan Showcase Portfolio Experiential Learning Proposal Connecting Theory with Practice Review Portfolio Plan Project Capstone Revise/Present Work to Others Professional Portfolio Professional Integration & Presence Experiential Learning Work Design as a Collaborative Profession Social Media Open Learning Technology as Medium for Learning Learning Portfolio
- 34. Foundation Courses Ed as Field of Study How People Learn Models for Learning Design Professional Learning Plan Showcase Portfolio Experiential Learning Proposal Connecting Theory with Practice Review Portfolio Plan Project Design as Collab. Profession Social Media Open Learning Tech. as Medium for Learning Experiential Learning Work Professional Integration & Presence Capstone Revise/Present Work to Others Professional Portfolio Learning Portfolio
- 35. 35 Foundation Courses Ed as Field of Study How People Learn Models for Learning Design Professional Learning Plan Showcase Portfolio Experiential Learning Proposal Connecting Theory with Practice Review Portfolio Plan Project Design as Collab. Profession Social Media Open Learning Tech. as Medium for Learning Capstone Revise/Present Work to Public Professional Portfolio Experiential Learning Work Professional Integration & Presence Learning Portfolio
- 36. Thank You! Mya Mangawang, Ph.D. Gail Matthews-DeNatale, Ph.D. Lydia Young, Ed.D. Contact for Further Questions: g.matthews-denatale@neu.edu Northeastern University Graduate School of Education
Notas do Editor
- I am here today to signify that the highest level of leadership in the Graduate School of Education has a commitment to authentic, evidence-based, experiential learning. We are an AEEBL organization. ePortfolios can serve as a window into the interior thoughts and aspirations of our students, and so at the beginning of the redesign process we began by looking at the ePortfolios that students had already created. Who were they? What could the ePortfolios tell us about them, and about our program, that we didn’t already know? We use the metaphor of learning as journey in our program, and with this metaphor in mind we believe that ePortfolios can also serve as a doorway, a portal that stands at the intersection between past, present, and future. Our redesigned program integrates ePortfolios throughout the curriculum in support of that passage. It embodies a strategic and intentional approach that is both pedagogically sound and technology savvy. The understanding we gleaned from ePortfolis informed the program’s redesign, and it will continue to inform the improvement of our program. This is because we practice what we preach: evidence-based learning.
- I am here today to signify that the highest level of leadership in the Graduate School of Education has a commitment to authentic, evidence-based, experiential learning. We are an AEEBL organization. ePortfolios can serve as a window into the interior thoughts and aspirations of our students, and so at the beginning of the redesign process we began by looking at the ePortfolios that students had already created. Who were they? What could the ePortfolios tell us about them, and about our program, that we didn’t already know? We use the metaphor of learning as journey in our program, and with this metaphor in mind we believe that ePortfolios can also serve as a doorway, a portal that stands at the intersection between past, present, and future. Our redesigned program integrates ePortfolios throughout the curriculum in support of that passage. It embodies a strategic and intentional approach that is both pedagogically sound and technology savvy. The understanding we gleaned from ePortfolis informed the program’s redesign, and it will continue to inform the improvement of our program. This is because we practice what we preach: evidence-based learning.
- I am here today to signify that the highest level of leadership in the Graduate School of Education has a commitment to authentic, evidence-based, experiential learning. We are an AEEBL organization. ePortfolios can serve as a window into the interior thoughts and aspirations of our students, and so at the beginning of the redesign process we began by looking at the ePortfolios that students had already created. Who were they? What could the ePortfolios tell us about them, and about our program, that we didn’t already know? We use the metaphor of learning as journey in our program, and with this metaphor in mind we believe that ePortfolios can also serve as a doorway, a portal that stands at the intersection between past, present, and future. Our redesigned program integrates ePortfolios throughout the curriculum in support of that passage. It embodies a strategic and intentional approach that is both pedagogically sound and technology savvy. The understanding we gleaned from ePortfolis informed the program’s redesign, and it will continue to inform the improvement of our program. This is because we practice what we preach: evidence-based learning.
- Here’s one picture of the students in our Masters program, and it provides us with some useful information. Four concentrations: Higher Education Administration, Learning and Instruction (K12), Special Education, and eLearning Design 470 graduate students 60% part-time, 40% full-time (implies that many are working) 94% of the students take half or more of their courses online, and most are fully online. Almost equal in state and out of state, made possible through the online format
- What’s missing from the picture when we only look at numbers? What is their self-conceptualization? Their motivations? Their goals? What opportunities can ePortfolios provide for us to gain this more nuanced perspective on our learners?
- What’s missing from the picture when we only look at numbers? What is their self-conceptualization? Their motivations? Their goals? What opportunities can ePortfolios provide for us to gain this more nuanced perspective on our learners?
- Note that you can get some of this information from application essays, but those are often developed with the help of friends and editors. In addition, essays are usually used to assess the individual, not to gain perspective on the student body. 1. More inexperienced than we thought 2. Working, but not in desired profession Interested in “breaking into the business” 3. Unrealistic expectations for what the degree would qualify them to do Thought they could become a provost 4. Not making connections across courses and across work/school Unclear in sense of priorities, self-assessment of strengths/weaknesses, rationale for the degree 4. Not articulating a professional identity – presenting themselves as professionals Tell the story of one student who started with a picture of her wedding, then added a picture of herself at work, and then finally moved both into another location – speaks to the process of identity and professional presence
- Unclear sense of audience? Facebook Culture? Needed more guidance and scaffolding on the Inquiry, reflection, and integration process (metacognition) Probably all three. In a professional program, to what extent are we accountable for helping our students articulate their development, communicate the linkages, and consider their professional presence? In other words, is it okay to use Facebook as a get out of jail free card? Image sources, creative commons permission: http://www.flickr.com/photos/mereteveian http://www.flickr.com/photos/sidereal
- We took the many ideas, similar to those that you just brainstormed, and used a yellow stickie process to post, sort, group, consolidate, and articulate our most important competencies. Here’s what we came up with Image Source: http://www.flickr.com/photos/38869431@N00/3703735824/
- Think pair share – What kinds of assignments would envision the competencies that you envision for your students or for the programs with which you work?
- Think pair share – What kinds of assignments would envision the competencies that you envision for your students or for the programs with which you work?
- I am here today to signify that the highest level of leadership in the Graduate School of Education has a commitment to authentic, evidence-based, experiential learning. We are an AEEBL organization. ePortfolios can serve as a window into the interior thoughts and aspirations of our students, and so at the beginning of the redesign process we began by looking at the ePortfolios that students had already created. Who were they? What could the ePortfolios tell us about them, and about our program, that we didn’t already know? We use the metaphor of learning as journey in our program, and with this metaphor in mind we believe that ePortfolios can also serve as a doorway, a portal that stands at the intersection between past, present, and future. Our redesigned program integrates ePortfolios throughout the curriculum in support of that passage. It embodies a strategic and intentional approach that is both pedagogically sound and technology savvy. The understanding we gleaned from ePortfolis informed the program’s redesign, and it will continue to inform the improvement of our program. This is because we practice what we preach: evidence-based learning.
- Just want to take a moment to point out the inherent tension between the two approaches: standardized and personalized Helen Barrett Pointed out the challenges in her 2009 piece on “Balancing the Two Faces of ePortfolios” Standardized Aids evaluation & comparison – makes the process easier for teachers, programs, and accreditors, and licensing boards Gives the impression that the ePortfolio is determined by the institution Personalized Increases creative expression, engagement, and sense of ownership by the student Gives the impression that the ePortfolio is determined by the author We need both for ePortfolios to achieve their potential for improving learning (for students and programs) We absolutely need both -- The question is how to do one in conjunction with the other … Here’s how eLID strikes the balance
- The seeds for this idea came from a presentation that I recently heard that was given by Mark Treadwell. The eLID program is designed to strike the balance between The use of ePortfolios for the purpose of programmatic improvement (assessment of competency development) The use of ePortfolios by students for the purpose of their own engagement, integrated learning, and self-direction We do this by engaging them in reflection regarding their vision for the future, current competencies, and possibilities avenues for development to reconcile the two.
- The eLID program is designed to strike the balance between The use of ePortfolios for the purpose of programmatic improvement (assessment of competency development) The use of ePortfolios by students for the purpose of their own engagement, integrated learning, and self-direction We do this by engaging them in reflection regarding their vision for the future, current competencies, and possibilities avenues for development to reconcile the two.