This presentation explores the ePortfolio implementation framework (Penny-Light, et al., 2012) within the context of learning design principles for significant learning experiences (Fink, 2013). The discussion includes exploration of educational goals, effective scaffolding for creating course cohesion, reflective and integrative learning across different authentic learning context or activities, and assessment of learning. Two ePortfolio case studies are presented - one at a course and one at a program level.

1. Coherent Learning Design for
ePortfolio-framed Authentic
Learning Experiences
Dr. Beata Jones, Texas Christian University
b.jones@tcu.edu
www.linkedin.com/in/beatamjones
@BeataJones
www.slideshare.net/BeataJones
#AAEEBL_CRA2016, June 7, 2016, Edinburgh, Scotland

2. “The main part of intellectual education is not acquisition of
facts but learning how to make facts live.“ --Oliver Wendel Holmes
“Knowing yourself is the beginning of all wisdom.” --Aristotle

3. Overview
Learning Coherence
Educational Setting & Authentic Learning
Best Practices in Learning Design & ePortfolio Practice
Strategies for Structuring ePortfolio Learning Contexts
Showcase
Q&A

4. Learning Coherence
…‘‘the manner in which
opportunities to learn
have been arranged
(organizationally,
logistically) to achieve a
common goal’’ (Tatto, 1996, p.
176).
Tatto, M. (1996). Examining values and beliefs about teaching diverse students: Understanding the
challenges for teacher education. Educational Evaluation and Policy Analysis, 18, 155–180.

5. ‘‘Perhaps the most basic thing that can be said
about human memory is that unless detail is
placed into a structured pattern, it is rapidly
forgotten’’ (Bruner, 1977, p. 37).
Bruner, J. (1977). The process of education. Cambridge, MA: Harvard University Press

6. http://www.edugains.ca/newsite/21stCenturyLearning/Images/carousel/MSAC.png?1410048000089

7. The Educational Setting:
Shifting 21st Century Learning Realities
20th Century Learning
Single Source
“Individually, read Chapter 3
and be ready to answer
questions.”
21st Century Learning
Crowd Source
“With your team, find and
read a relevant articles, find
and explore a relevant
website, find and watch a
relevant video, go into the
community, interview a
relevant person and be
prepared to discuss.”
VS.

8. Authentic Learning: Elements
1.Subject of
Learning
•Real-world
relevance
•Ill-defined
problems
•Multiple sources
& perspectives
1.Process of
Learning
•Sustained
investigation
•Collaboration
•Reflection
(metacognition)
•Interdisciplinary
perspective
1.Outcome of
Learning
•Polished products
•Integrated
assessment
•Multiple
interpretations
and outcomes
Lombardi, D. (2007). Authentic learning for the 21st Century: An overview. EDUCAUSE. Retrieved from: https://net.educause.edu/ir/library/pdf/eli3009.pdf
Reeves, T. C., Herrington, J., & Oliver, R. (2002). Authentic activities and online learning. Annual Conference Proceedings of Higher Education Research and
Development Society of Australasia. Perth, Australia. Retrieved from http://www.ecu.edu.au/conferences/herdsa/main/papers/ref/pdf/Reeves.pdf

9. Significant Learning
Self-Directed Guide to Designing
Significant Learning Experiences
Fink, D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. San
Francisco, CA: Jossey-Bass.

10. Evidence-based Principles of Bringing
Coherence to Student’s Learning
Fink, D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. San
Francisco, CA: Jossey-Bass.

11. Creating Curricular Coherence with an
ePortfolio
Clear Learning Goals
• Goal Statements
• ePortfolio Samples of Work
• ePortfolio Templates that
Structure Work
Teaching & Learning
Activities
• Rich Learning Experiences with
related Activities built into the
Template
• Choices in Learning
Experiences, based on passions
• Digital Storytelling approach to
Learning Activity reflections
• Learning Activities requiring
linking across digital learning
platforms
• Games
• Final Learning Reflection
requiring Learning Integration
Feedback & Assessment
• Mentoring
• Rubrics & Scales
• Self-& Peer-Assessment
• Formative & Summative
Feedback

12. Goals for
Learning
Assessment
& Measurement
Community
Engagement
Instructional
Practices
Resource
Deployment
Creating Curricular Coherence
Adapted from: http://www.slideshare.net/jpcostasr/coherence-boces-share

13. Strategies for Structuring ePortfolio
Learning Contexts
Community
Engagement 1
Course/Program
Community
Building Among
Students and
Faculty
Professional
Community
Engagement
Scaffolding/
Resource
Deployment
List of available
resources (digital
and human)
Time to answer
questions
1 Wolfensberger, M. V. (2012). Teaching for Excellence. Waxmann Verlag.
Retrieved from: http://dspace.library.uu.nl/bitstream/handle/1874/261033/wolfensberger.pdf?sequence=2

14. SXSW Interactive TCU –
Authentic Learning in
An Honors Colloquium
Course-
Capturing Personalized
Learning Pathways
https://tcu.digication.com/hcol_40043_655_sxsw_i
nteractive_tcu/Welcome

15. SWSW Interactive TCU: Course-Based Example
• Student Template:
https://tcu.digication.com/sxsw_tcu_student_portfolio_template/Welcome/
https://tcu.digication.com/katie_drees_sxsw/Welcome/published

16. Showcase –
Course Portfolio
Gracia Sohr – Junior Engineering Major,
enrolled during Spring of 2015 in an Honors
Colloquium SXSW Interactive TCU: Learning to
Change the World through Technology,
Innovation & Entrepreneurship
Gracia’s Portfolio:
https://tcu.digication.com/gracia_sohr_sxsw_interactive_2
015/Welcome/published

17. Bringing Coherence to SXSW TCU Course
GOALS

18. Bringing Coherence to SXSW TCU Course
Learning Activities
• Selection of conference theme(s) to
follow, based on interests
• Conference theme research
• Conference planning
• Professional networking
• Conference attendance and blogging
• On-Campus TED-talk about the
theme
• Learning reflection
Scaffolding Activities
• Community building: Facebook
group
• Professional community
engagement: LinkedIn, Twitter,
Structured Interviews, Email
• ePortfolio tinkering labs
• Presentation preparation workshops
• New Venture Idea competition
• Guest speakers

19. Bringing Coherence to SXSW TCU Course
ASSESSMENT
AVG. GRADE: 95%
Lots of peer and faculty
formative feedback
offered

20. Student Feedback
• “An incredible experience that has been a defining aspect of my time here at
TCU”
• “I was able to learn something from every single thing I did.”
• “SXSW was an extremely rewarding and empowering experience and I cannot
wait to go again next year.”
• “By networking (…), I learned more about myself in those five days than I have in
my entire life.”
• “Not only did I grow in confidence, but I also left this course feeling empowered.”
• “What I actually learned in this class surpassed everything that I believed I could
learn.”
• “SXSW taught me how to communicate, innovate, and connect in more ways
than I have ever known before. This class allowed me to make connections not
only with people in Austin, but also with people around the world.”
• “This learning experience happened before, during, and after the conference and
will continue to serve me throughout the rest of my college and work career.”

21. Cultural Pathways
(CP3) through
Eastern Europe –
Authentic,
Pesonalized
Learning in a
Study Abroad
Program
https://tcu.digication.com/cultural_pat
hways_2015_program_eportfolio/Abo
ut_the_Program/published

22. Cultural Pathways: Program-Based Example
https://tcu.digication.com/lauren_jupina_cultural_pathways_20151/About_Me
• Student Template:
https://tcu.digication.com/your_name_cultural_pathways_2015_eportfolio/Home/published

23. Showcase –
Program Portfolio
Diana Rogers– Sophomore
Communication Studies major, completing
during Spring-Summer-Fall of 2015 a non-credit
Honors Abroad Program: Cultural Pathways
through Eastern Europe: Warsaw, Krakow,
Budapest & Prague
Diana’s Portfolio:
https://tcu.digication.com/diana_rogers_cp3/Home/

24. Bringing Coherence to CP3 Program
GOALS

25. Bringing Coherence to CP3 Program
•Research & Presentations about cities visited
•Guided tours
•Interactive team activities
•Cultural events
•Free Time
•Learning reflections
•Pecha Kucha
Learning
Activities:
• Study Abroad Orientation
• Trip Planning
• Intercultural Effectiveness Scale (IES)
• In-country learning reflection dinners
• Games
• Photo contest
Scaffolding
Activities:

26. PRISM Pedagogy Applied to Intercultural
Knowledge Competency (IKC) Building
PERSPECTIVES
RESOURCES
INSIGHTS
SKILL SETS
MINDSETS
The PRISM is a multi-modal approach to
engaging students in experiential learning
IKC
Williams, Tracy Rundstrom (2014). “Learning through A PRISM.” Insights into Teaching and Learning. (Fall) https://issuu.com/tcuelearning/docs/14_fall_insights_final , pp. 5-7.

27. Bringing Coherence to CP3 Program
ASSESSMENT
AVG. SCORE:
3.4 OUT OF 4

28. Student Feedback
“To put briefly, my time spent in Europe with the CP3 family was
the best three weeks of my life. Without fail, every day brought
with it consistent fun, unforgettable moments, and opportunities
for dramatic personal growth.”

29. In Summary
Course design for authentic, significant learning can
benefit from ePortfolio enhancement to help
structure and capture the learning pathways, leading
to not only achievement of desired course outcomes,
but transformative learner empowerment.
Challenge: need resources & understanding of
[ePortfolio] pedagogy, technology, & your students.

30. 21st Century Meta Skills
FEELING: including empathy, intuition, and social intelligence.
SEEING: the ability to think whole thoughts, also known as systems thinking.
DREAMING: the meta skill of applied imagination.
MAKING: mastering the design process, including skills for devising prototypes.
LEARNING: the autodidactic ability to learn new skills at will.
Neumeier, M. (2013). Meta skills: The five skills for the robotic age. San Francisco, CA: New Riders

31. Thank You!
Beata Jones, Ph.D.
b.jones@tcu.edu
www.linkedin.com/in/beatamjones
@BeataJones
www.slideshare.net/BeataJones
Questions?