Trends and Philosophies in Eportfolio and Open Education
•Télécharger en tant que PPT, PDF•
2 j'aime•780 vues
Presentation to the Center for Excellence in Teaching and Learning, York College/CUNY 03/31/2011. Focuses on current trends and philosophies in ePortfolio and Open Education.
Recommandé
Recommandé
Contenu connexe
Tendances
Tendances (19)
En vedette
En vedette (12)
Similaire à Trends and Philosophies in Eportfolio and Open Education
Similaire à Trends and Philosophies in Eportfolio and Open Education (20)
Dernier
Dernier (20)
Trends and Philosophies in Eportfolio and Open Education
- 1. Photo by JacobEnos http://www.flickr.com/photos/notjake13/2394047906
- 2. Youtube Still by Dave Cormier http://www.youtube.com/watch?v=eW3gMGqcZQc
- 3. Photo by tobiastoft http://www.flickr.com/photos/tobiastoft/3208566565/
- 4. Photo by aussiegall http://www.flickr.com/photos/aussiegall/286709039/
- 5. Photo by jurvetson http://www.flickr.com/photos/jurvetson/128239619/
- 6. Photo by cobalt123 http://www.flickr.com/photos/cobalt/5354090310 In five years, across all higher education sectors, the use of e-portfolios has tripled since 2003. “ “
- 7. The most flexible and extensible environment for creativity and expression that human beings have ever built. Photo by Rich_Lem http://www.flickr.com/photos/rich_lem/5090801118 “
- 8. Web 2.0 is an attitude not a technology. Photo by guidosportaal http://www.flickr.com/photos/guidosportaal/3726612944 “
- 9. If the old model is broken, what will work in its place? Photo by akeg http://www.flickr.com/photos/akeg/2230862450 “
- 10. Learning comes not from the design of learning content but in how it is used. Photo by Riko Colin Chock http://www.flickr.com/photos/rikocolin/2824384324 “
- 11. Reading online, engaging a community, and reflecting it online is a process of bringing life into learning. Photo by cobalt123 http://www.flickr.com/photos/cobalt/5354090310 “
- 12. Photo by snakepliskens http://www.flickr.com/photos/jimgroom Students would build a personal cyberinfrastructure, one they would continue to modify and extend throughout their college career. “
- 13. Photo by I like http://www.flickr.com/photos/ilike/3707503212 Higher rates of engagement, higher rates of course completion, and higer rates of retention. “
- 14. Hijacked by the need for accountability. Photo by voyageAnatolia.blogspot.com http://www.flickr.com/photos/fotogezi/3849559666/ “
- 15. We find far too many faculty eliminating opportunities for conversation by asking students to turn in work privately. Photo by garryknight http://www.flickr.com/photos/garryknight/3986756909 “
- 16. Efforts to build educational spaces within popular social-networking platforms risk undesirable interactions between personal and professional lives. Photo by docpop http://www.flickr.com/photos/docpopular/4340513633 “
- 17. If what the professor truly wants is for students to discover and craft their own desires and dreams...To get there, students must be effective architects, narrators, curators, and inhabitants of their own digital lives. Photo by Tudor Mitrea http://www.flickr.com/photos/tudor_mitrea/3491344153 “
Notes de l'éditeur
- A portfolio is a collection of artifacts.
- An e-portfolio is a digitized collection of artifacts including demonstrations, resources, and accomplishments that represent an individual, group, or institution. E-portfolios encourage personal reflection and often involve the exchange of ideas and feedback.
- Types - E-portfolios for showcase.
- Types - E-portfolios for assessment.
- Types – E-portfolios for learning.
- According to a 2008 study by the Campus Computing Project, across all higher education sectors, the use of e-portfolios has tripled since 2003. The Four Major Drivers of E-Portfolio Use – a growing interest in student-centered active learning, the dynamism of digital communication technologies, spurred by the pressure for increased accountability in higher education, and responds to increasing fluidity in employment and education. J. Elizabeth Clark and Bret Eynon E-portfolios at 2.0—Surveying the Field peer Review – Emerging Trends and Key Debates in Undergraduate EducationVol. 11, No. 1 | Winter 2009 http://www.aacu.org/peerreview/pr-wi09/pr-wi09_index.cfm
- What's driving eportfolio - interest in student-centered active learning Photo from Games, Learning and Society 6.0 Conference in Madison, Wisconsin students would study the design and function of their digital environments, share their findings, and develop the tools for even richer and more effective metacognition, all within a medium that provides the most flexible and extensible environment for creativity and expression that human beings have ever built. Gardner Campbell A Personal Cyberinfrastructure EDUCAUSE Review Magazine, Volume 44, Number 5, September/October 2009 http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume44/APersonalCyberinfrastructure/178431
- What's driving eportfolio - forces of dynamic digital communication Web 2.0 is an attitude not a technology. It ’ s about enabling and encouraging participation through open applications and services. By open I mean technically open with appropriate APIs but also, more importantly, socially open, with rights granted to use the content in new and exciting contexts. Ian Davis, 2005 Talis, Web 2.0 and All That | Internet Alchemy http://blog.iandavis.com/2005/07/04/talis-web-2-0-and-all-that
- What's driving eportfolio – increasing fluidity in employment and education. If the old model is broken, what will work in its place? ” The answer is: Nothing will work, but everything might. Now is the time for experiments, lots and lots of experiments... Clay Shirky, 2009 Newspapers and Thinking the Unthinkable http://www.shirky.com/weblog/2009/03/newspapers-and-thinking-the-unthinkable
- What's driving eportfolio - pressures for increased accountability in higher education. In the future it will be more widely recognized that the learning comes not from the design of learning content but in how it is used. Learning and living, it could be said, will eventually merge. The challenge will not be in how to learn, but in how to use learning to create something more, to communicate. Stephen Downes, 2005 E-learning 2.0 eLearn: Feature Article http://www.elearnmag.org/subpage.cfm?section=articles&article=29-1
- Distinction Excellent e-portfolios “ align ” evidence with context and with audience, and “ there is a match between the content of the evidence and the way it is framed in the reflective narrative of the e-portfolio. ” Kathleen Blake Yancey Electronic Portfolios a Decade into the Twenty-first Century:What We Know, What We Need to Know peer Review – Emerging Trends and Key Debates in Undergraduate EducationVol. 11, No. 1 | Winter 2009 http://www.aacu.org/peerreview/pr-wi09/pr-wi09_index.cfm The process of reading online, engaging a community, and reflecting it online is a process of bringing life into learning. As Richardson comments, "This [the blogging process] just seems to me to be closer to the way we learn outside of school, and I don ’ t see those things happening anywhere in traditional education." Stephen Downes Educational Blogging EDUCAUSE Review, vol. 39, no. 5 (September/October 2004): 14–26. http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume39/EducationalBlogging/157920
- Distinction From the students ’ perspective the ability to personalize their e-portfolio contributes to their motivation to “ work ” on it throughout the year as well as their engagement in the process (Ring, Weaver, and Jones 2008). In other words, when the e-portfolio is designed by the student as much as by the institution, implementation efforts are more likely to succeed. Kathleen Blake Yancey Electronic Portfolios a Decade into the Twenty-first Century:What We Know, What We Need to Know peer Review – Emerging Trends and Key Debates in Undergraduate EducationVol. 11, No. 1 | Winter 2009 http://www.aacu.org/peerreview/pr-wi09/pr-wi09_index.cfm They would install scripts with one-click installers such as SimpleScripts. They would play with wikis and blogs; they would tinker and begin to assemble a platform to support their publishing, their archiving, their importing and exporting, their internal and external information connections. They would become, in myriad small but important ways, system administrators for their own digital lives. In short, students would build a personal cyberinfrastructure, one they would continue to modify and extend throughout their college career — and beyond. Gardner Campbell A Personal Cyberinfrastructure EDUCAUSE Review Magazine, Volume 44, Number 5, September/October 2009 http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume44/APersonalCyberinfrastructure/178431
- Distiction Such metrics that speak to those that use eportfolio vs. those that do not – include higher rates of student engagement on a local measure of engagement (Kirkpatrick et al 2009) as well as on the nationally normed Community College Survey of Student Engagement; higher rates of course completion; and higher rates of retention (Eynon 2009). Kathleen Blake Yancey Electronic Portfolios a Decade into the Twenty-first Century:What We Know, What We Need to Know peer Review – Emerging Trends and Key Debates in Undergraduate EducationVol. 11, No. 1 | Winter 2009 http://www.aacu.org/peerreview/pr-wi09/pr-wi09_index.cfm
- Discordance – Assessment vs. Student Learning ...the field has to some significant degree been divided between those who see e-portfolios as tools for enriched student learning and those who focus on their utility as a vehicle for assessment. In a 2007 Inside Higher Ed article, Trent Batson lamented the ways that e-portfolio ’ s potential for enhancing students ’ metacognitive skills had been “ hijacked by the need for accountability. J. Elizabeth Clark and Bret Eynon E-portfolios at 2.0—Surveying the Field peer Review – Emerging Trends and Key Debates in Undergraduate EducationVol. 11, No. 1 | Winter 2009 http://www.aacu.org/peerreview/pr-wi09/pr-wi09_index.cfm
- Discordance – Private vs. Public Even as numerous studies and commonsense experience point to social interaction in online courses as a key success factor, we find far too many faculty eliminating opportunities for conversation by asking students to turn in work privately. Patrick R. Lowenthal and David Thomas Death to the Digital Dropbox: Rethinking Student Privacy and Public Performance EDUCAUSE Quarterly Magazine, Volume 33, Number 3, 2010 http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/DeathtotheDigitalDropboxRethin/213672 When students are assigned to post information to public social media platforms outside of the university LMS, they should be informed that their material may be viewed by others. John Orlando, 2011 FERPA and Social Media | Faculty Focus http://www.facultyfocus.com/articles/teaching-with-technology-articles/ferpa-and-social-media/?c=FF&t=F110207-F F The key here is the crafting of an identity with a purpose, the conscious consideration and creation of one ’ s professional/academic identity online: a domain of one ’ s own! Jim Groom 2008 A domain of one ’ s own | bavatuesdays http://bavatuesdays.com/a-domain-of-ones-own You are not Facebook's customer. You are the product that they sell to their real customers - advertisers. Forget this at your peril. Steve Greenberg @greenbes April 30 2010 http:/ /twitter.com/#!/greenbes/status/13136044037
- Discordance – “Creepy Treehouse” “… efforts to build educational spaces within popular social-networking platforms risk undesirable interactions between personal and professional lives.” Matthew K. Gold Beyond Friending: BuddyPress and the Social, Networked, Open-Source Classroom Learning Through Digital Media Experiments in Technology and Pedagogyas part of MobilityShifts: an International Future of Learning Summit http://learningthroughdigitalmedia.net/beyond-friending-buddypress-and-the-social-networked-open-source-classroom Any institutionally-created, operated, or controlled environment in which participants are lured in either by mimicking pre-existing open or naturally formed environments, or by force, through a system of punishments or rewards.A situation in which an authority figure or an institutional power forces those below him/her into social or quasi-social situations. Jared Stein 2008 Flexknowlogy - Jared Stein's ARCHIVED blog - update to jaredstein.org » Defining "Creepy Treehouse” http://flexknowlogy.learningfield.org/2008/04/09/defining-creepy-tree-house As soon as these activities are put into the context of school, focused on topics the students are unlikely to care about much, they automatically lose a level of authenticity and engagement. These disengaged students (non-writers and writers alike) won ’ t get the main benefits of true reflective learning no matter how good the instruction and tools are."39many writers have noted, writing a weblog appears in the first instance to be a form of publishing, but as time goes by, blogging resembles more and more a conversation. And for a conversation to be successful, it must be given a purpose and it must remain, for the most part, unconstrained. Stephen Downes Educational Blogging EDUCAUSE Review, vol. 39, no. 5 (September/October 2004): 14–26. http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume39/EducationalBlogging/157920
- Final Thoughts– Many students simply want to know what their professors want and how to give that to them. But if what the professor truly wants is for students to discover and craft their own desires and dreams...To get there, students must be effective architects, narrators, curators, and inhabitants of their own digital lives. Gardner Campbell A Personal Cyberinfrastructure (EDUCAUSE Review) | EDUCAUSE http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume44/APersonalCyberinfrastructure/178431 “ the ease of the . . . portfolio template, ” for him, made the portfolio creation process feel more list-like and that it removed a good deal of the freedom he associated with creativity. He also reported a loss of multiple contexts in the templated approach.Josh noted, as well, that for him the value of e-portfolios was creating connections from classes to larger contexts.A space for learning to occur in three areas: (1) curricular situations, which are largely course-based; (2) cocurricular situations,which are often linked to the curriculum (e.g., service learning opportunities, internships, peer tutoring, and leadership experiences); and (3) extracurricular situations (e.g., jobs, sports activities, etc.) Kathleen Blake Yancey Electronic Portfolios a Decade into the Twenty-first Century:What We Know, What We Need to Know peer Review – Emerging Trends and Key Debates in Undergraduate EducationVol. 11, No. 1 | Winter 2009 http://www.aacu.org/peerreview/pr-wi09/pr-wi09_index.cfm