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Evolving the Loop: How ePortfolios Drive 21st Century Learning
- 1. Evolving the Loop How ePortfolios Drive a 21st Century Learning College March 3, 2017 New York Regional ePortfolio Conference Guttman Community College, CUNY
- 2. From “Closing the Loop” to “Evolving the Loop” 2 • New General Education Core Competencies and Abilities • New Program Curriculum Maps • New College-Wide Benchmark Readings & Range-Finders • New Center for Teaching and Learning Seminars • Shift in Periodic Program Reviews
- 3. “Evolving the Loop” • CTL Seminars • Periodic Program Reviews • Learning Matters Mini-Grants •Middle States Accreditation •The Spiral of Assessment •Benchmark Readings •Assignments •Charrettes •CTL Semimars •New Program Curriculum maps • NEW Competencies & Abilities • Global • Integrative • Inquiry and Problem Solving • Written, Oral, Digital Student Learning Innovating Pedagogy Learning Matters Pathways The Learning College 3
- 4. General Education Core Competencies & Communication Abilities 4 Inquiry & Problem Solving Integrated Learning Global Learning Written Communication Oral Communication Digital Communication Higher-order thinking processes. Helping our students develop their capacities as life-long learners.
- 5. ePortfolio at LaGuardia 5 • Pedagogy: Virtual Space for Student Self-Authorship, Reflection, & Interaction • Platform: Mechanism for Collecting Student Work
- 6. Emerging Role of ePortfolio 6 • Core ePortfolio • Student Facing Core Competency Learning • Digital Communication & Integrative Learning in the eP
- 7. Core ePortfolio 7 • Shared components of an ePortfolio for all students staged against three years • Pointing students toward growth over time • Staged student support – Advisement, Transfer, Career, and Student Engagement
- 8. Student-Facing Core Competency Learning 8 • Explicitly teaching the Core Competencies/Abilities • Ensuring Core Competencies are Student Facing
- 9. 9 eP as Digital Communication • Creating metacognitive student attention to forms of digital communication. • Ability and rubric developed by interdisciplinary faculty and staff. • Complementary but distinct framework of multimedia and interaction.
- 10. 10 Digital Communication: eP & Assessment • Shares essential communication dimensions with oral and written (content, purpose, mechanics) • Emphasis on multimedia: “diverse media elements” RubriceP Oriented
- 11. 11 ‘Range Finder’: eP In Action • Curates content to support general ‘thesis’ of the portfolio • Additional media support ‘thesis’ without distraction or confusion • Purposeful composition • Consistent, balanced design The ‘achievable 4’ eP artifact
- 12. ‘Range Finder’: eP In Action The baseline ‘1’ • Minimal ‘digital capacity’ demonstrated • Inconsistent purpose or ‘thesis’ • Some media present, but annotations fail to add depth eP artifact 12
- 13. eP In Action: ‘Interaction’ • Enabled by “conversation” feature • Minimum for assessment: A-B-A or A-B-C communication chain (two students engaged in dialogue; more than two students engaged) • Main idea, purpose, claim necessary for development, with evidence present 13
- 14. Issues in eP Assessment Multimedia artifacts • Developing digital capacities to scale • Integrating digital capacities into program pedagogy and assignments • Assessing the ‘whole’ portfolio • Design elements must ‘advance content’ Beyond the rubric • Media and design should be ‘complementary’ • Design elements should be ‘sustained’ • Interaction requires purpose and audience • Attribution of material 14
- 15. Integrative Learning 15 • Creating a space for integration in the eP • Helping students have a metacognitive awareness of the power of integration What’s one piece of work you’ve done in another class that you’re proud of? Why are you proud of it? How are you growing and changing as a learner? What experiences (classroom, co-curricular or other) are helping you grow? Describe three classes you have taken that you think are interrelated. (Make sure that at least one class is outside your discipline.) How did each contribute to your growth, in terms of your educational and career goals? How did the connection between them support your growth?
- 16. “Evolving the Loop” Using ePortfolio Occupational Therapy Assistant Program •Professional Development •Course assignments – alignment with the Core Competencies and Abilities •Learning Matters II eP Mini- Grant •Evidence in the ePortfolio •Student work •Evaluation of Student work •Evidence in the ePortfolio •Benchmark Readings •Connection to LAGCC mission •Connection to ACOTE Standards •Connection to OTA Program outcomes • Curriculum map • Designated courses in initial, middle and final phases • Connecting FYS to the Capstone • Evidence in the ePortfolio • Looking forward while connecting to previous work • Longitudinal growth through reflection • Evidence in the ePortfolio • Core Competencies Integrative Learning Global Learning • Abilities Digital Communication Student Learning Innovating Pedagogy Learning Matters Pathways The Learning College 16
- 17. “Evolving the Loop” ePortfolio for Student Engagement Occupational Therapy Assistant Program • Meaningful to the student, faculty & college • Visible & intentional space • Creating a pedagogy to support student reflection and connection to learning & development • Longitudinal ability to examine the role of self-authorship & reflection in the development of professional identity & leadership 17
- 18. Integrative Learning Setting the Stage for Longitudinal Reflection The Interactive eMap of Life Chapter One: The Journey to LAGCC & the OTA Program • Building on the About Me • Connecting to life experiences as a vehicle to achieving a goal • Identifying professional goals • Connecting to habits of mind identified in FYS that support developing professional identity • Digital Communication 18
- 19. Integrative Learning Setting the Stage for Longitudinal Reflection The Interactive eMap of Life Chapter Two: My Personal SWOT & OTA Journey Statement • Deepening the concept of About Me • Connecting personal strengths & weakness, external opportunities/supports & threats to professional identity • Using self-assessment to construct a Journey Statement • Digital Communication 19
- 20. Global Learning & Integrative Learning Embedding/Layering Core Competency Work The Interactive eMap of Life Chapter Three: Occupational Therapy Practice in Other Countries – Global Perspective • Considering the relationship of self to the global community and the responsibility of global citizenship • Reflection utilized for consideration of cultural diversity, cultural competence, ethical challenges due to disparity in health care and the relationship to student as an agent for change • Digital Communication 20
- 21. Student Transformation Impact on Learning Internalization of Core Competencies Student Driven Outcomes • Scaffolded ePortfolio assignments over the course of the semester creates continuous opportunities for making connections between academic, experiential, learning and self-reflective contexts in a single platform • Rich self-reflection in ePortfolio supports evolution of professional identity & leadership 2121
- 23. Contact Information Justin Rogers-Cooper, Ph.D. English Faculty, Co-Director of Assessment & Instructional Learning jrogers@lagcc.cuny.edu Niesha Ziehmke, Ph.D. Executive Associate for Academic Affairs nziehmke@lagcc.cuny.edu Regina Lehman, MS, OTR/L OTA Program Director & Faculty, Co-Director of Assessment & Instructional Learning rlehman@lagcc.cuny.edu Cristina DiMeo, MSW Project Coordinator for Major Grants, Academic Affairs cdimeo@lagcc.cuny.edu 23