creating learning coherence with an eportfolio

Creating Learning Coherence with an ePortfolioDr. Beata Jones, Gracia Sohr, Diana Rogers

Texas Christian Universityb.jones@tcu.edu, g.m.sohr@tcu.edu, diana.m.rogers@tcu.edu

#AAEEBLTCU, February 29, 2016, Fort Worth, TX

“The main part of intellectual education is not acquisition of facts but learning how to make facts live.“ --Oliver Wendel Holmes

Overview

The Educational Setting

Learning Coherence

Evidence-based Principles of Bringing Coherence to Student’s Learning

Strategies for Structuring ePortfolio Learning Contexts

Showcase & Learning Reflection

Q&A

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

The Educational Setting: Shifting 21st Century Learning Realities

20th Century LearningSingle Source

“Individually, read Chapter 3 and be ready to answer

questions.”

21st Century LearningCrowd 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.”

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.

‘‘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’’ (Brunner, 1977, p. 37).

Bruner, J. (1977). The process of education. Cambridge, MA: Harvard University Press

Evidence-based Principles of Bringing Coherence to Student’s Learning

Self-Directed Guide to Designing Significant Learning Experiences

Best Practices in ePortfolio Implementation

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 and interests•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•Formative & Summative Feedback•Self-Assessment

Goals for

Learning Assessment

& Measuremen

t

CommunityEngagement

Instructional

Practices

Resource Deployment

Creating Curricular CoherenceWhat? How

Well?

How?Adapted from: http://www.slideshare.net/jpcostasr/coherence-boces-share

Strategies for Structuring ePortfolio Learning Contexts

Community Engagement

Course/Program Community Building Among Students and Faculty

Professional Community Engagement

SXSW Interactive TCU – An Honors Colloquium Course

https://tcu.digication.com/hcol_40043_655_sxsw_interactive_tcu/Welcome

Digital Storytelling ePortfolio: Course-Based Example

• Student Template:

• https://tcu.digication.com/sxsw_tcu_student_portfolio_template/Welcome/ • Course Portfolio: https://tcu.digication.com/hcol_40043_655_sxsw_interactive_tcu/Welcome/ https://tcu.digication.com/katie_drees_sxsw/Welcome/published

Bringing Coherence to SXSW TCU Course

GOALS

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

Bringing Coherence to SXSW TCU Course

ASSESSMENT

Showcase – Course Portfolio

Gracia Sohr – Senior 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_2015/Welcome/published

Learning Reflection

COHERENCE

Networking

Research

Passion

Empathy

Cultural Pathways (CP3) through Eastern Europe – A Study Abroad Program

https://tcu.digication.com/cultural_pathways_2015_program_eportfolio/About_the_Program/published

Digital Storytelling ePortfolios: 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 • Program Portfolio: https://tcu.digication.com/cultural_pathways_2015_program_eportfolio/Home/

Work-in-P

rogress!

Bringing Coherence to CP3 Program

GOALS

Bringing Coherence to CP3 Program

Learning Activities:

•Research & Presentations about cities visited•Guided tours•Interactive team activities•Cultural events•Free Time•Blog•Home learning reflection Pecha Kucha

Scaffolding Activities:

•Study Abroad Orientation•Trip Planning•Intercultural Effectiveness Scale (IES)•In-country learning reflection dinners•Games•Photo contest

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.

Bringing Coherence to CP3 ProgramASSESSMENT

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/

Learning Reflection

Intercultural Competence

Self-Reflection Interpersonal Skills Flexibility Curiosity

Wrap Up

Self-Directed Guide to Designing Significant Learning Experiences

Thank You!Beata Jones, Ph.D. Gracia Sohr Diana Rogers

b.jones@tcu.edu www.linkedin.com/in/beatamjones@BeataJones www.slideshare.net/BeataJones

g.m.sohr@tcu.edu, https://www.linkedin.com/in/gracia-sohr-84144771@GraciaSohr

diana.m.rogers@tcu.edu