ePortfolio as a Liberating Pedagogy in a Study Abroad Context

Dr. Beata Jones, Texas Christian Universityb.jones@tcu.edu

www.linkedin.com/in/beatamjones@BeataJones

www.slideshare.net/BeataJones

#AAEEBL2016, August 2, 2016, Boston, MA

Why Study Abroad?

Internationalization of Higher Education1

• AAC&U High Impact Practice• Branch Campuses Oversees• Institutional Partnerships• Study Abroad Programs

The Challenges 2

• Inadequate Program Design• Deficient Pedagogy & Planning• Uncertain Learning Goals

1Altbach, Reisberg, & Rumbley, 2009; Kuh, 2008 2 Arcaro & Haskell, 2009; Benham Rennick & Desjardins, 2013b; Byram, 2006; Hellstén & Reid, 2008; Lewin, 2009; Stearns, 2008

Best Practices in Learning Design

Fink, D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA: Jossey-Bass.

General “Significant Learning” Goals Sample Study Abroad Learning Goals• from AAC&U Learning Outcomes

• Intercultural Knowledge & Competence (IKC)

• Global Learning (GL)

Significant Learning

Self-Directed Guide to Designing Significant Learning Experiences

Feedback & Assessment: Rubrics

AAC&UVALUE RUBRIC

Feedback & Assessment : Self AssessmentSample Instruments:• Intercultural Effectiveness Scale• Cross-Cultural Adaptability Inventory (CCAI)• GAP Test: Global Awareness Profile• Global Perspectives Inventory (GPI)• Intercultural Development Inventory (IDI)

Teaching & Learning Activities

PRISM & IKC

PERSPECTIVES

RESOURCES

INSIGHTS

SKILL SETS

MINDSETS

The PRISM is a multi-modal approach to engaging students in experiential learning

Williams, 2014

PRISM

Intercultural Knowledge & Competence (IKC)

Why ePortfolio in Study Abroad?

Study abroad program often involve an assortment of

diverse learning opportunities across a

variety of modes and venues.

ePortfolio is a space for:• Trip planning collaboration• Trip logistics communication• Resource sharing• Interpersonal communication• Integration and archiving of diverse

learning experiences• Reflection on learning• Assessment• And comprehensive trip support

Which results in more:• clarity & focus• purpose • depth of learning• learning coherence

and ultimately in• faculty liberation from the

mundane day-to-day logistics concerns

Strategies for Structuring the ePortfolio Learning Contexts

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

• Creating Community• Deploying Resources• Final Learning Reflection

requiring Learning Integration

Feedback & Assessment

• Mentoring• Rubrics & Scales• Self-& Peer-Assessment• Formative & Summative

Feedback

The Evidence

Jones & Williams (2015)

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

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

Program Portfolio

Student Study Abroad Program Example: ePortfolio Capturing Individual Insights

Student’s Finished Portfolio: https://tcu.digication.com/diana_rogers_cp3/Home/

https://tcu.digication.com/your_name_cultural_pathways_2015_eportfolio/Home/published

Student Template:

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.”

In Summary: ePortfolio as a Liberating Pedagogy

Study Abroad Programs can benefit from ePortfolio enhancement to help structure and capture the learning pathways and program administration, leading to not only achievement of desired course outcomes, but transformative learner empowerment…even without the lead faculty present on-site.

Thank You!Beata Jones, Ph.D.

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

Questions?

References• AAC&U. VALUE: Valid assessment of learning in undergraduate education. Retrieved from http://www.aacu.org/value/.• Altbach, P.G., Reisberg, L., & Rumbley, L.E. (2009). Trends in global higher education: Tracking an academic revolution. A report prepared

for the UNESCO 2009 World Conference on Higher Education. Paris, France: UNESCO.• Arcaro, T., & Haskell, R. (Eds.). (2009). Understanding the global experience: Becoming a responsible world citizen. Upper Saddle River, NJ:

Allyn & Bacon.• Benham Rennick, J., & Desjardins, M. (Eds.). (2013b). The world is my classroom: International learning and Canadian higher education.

Toronto, Canada: University of Toronto Press.• Byram, M. (Ed.). (2006). Living and studying abroad: Research and practice. Bristol, UK: Multilingual Matters Limited.• Fink, D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA:Jossey-

Bass.• Hellstén, M., & Reid, A. (Eds.). (2008). Researching international pedagogies: Sustainable practice for teaching and learning in higher

education. New York, NY: Springer Publishing Company.• Jones, B. & Williams, T, (2015). Going Abroad, or Learning Abroad: Pedagogical Tools for Gaining Intercultural Competencies in Programs

Abroad. National Collegiate Honors Council Conference Presentation.• Kuh, G. (2008) “High –Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter”, Association of

American Colleges and Universities, http://www.aacu.org/sites/default/files/files/LEAP/HIP_tables.pdf • Lewin, R. (Ed.). (2009). The handbook of practice and research in study abroad: Higher education and the quest for global citizenship .

New York, NY: Routledge Press.• Stearns, P. (2008). Educating global citizens in colleges and universities: Challenges and opportunities. New York, NY: Routledge Press.• 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.