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E-portfolio values (ppt)

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Powerpoint version of talk given by Simon Grant to the ePortfolio 2009 conference, City University, London, June 24th

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E-portfolio values (ppt)

  1. 1. E-portfolio values: Why are personal values important in the world of portfolios? Simon Grant JISC Centre for Educational Technology and Interoperability Standards (CETIS) ePortfolio 2009, City University, London 2009-06-24
  2. 2. Overview <ul><li>I want to present a view of values which convinces you that values are vitally related to portfolios in several ways </li></ul><ul><li>Personal values and their relation to competence </li></ul><ul><li>E-portfolios and values </li></ul><ul><li>Understanding the different aspects of personal values </li></ul><ul><li>E-portfolios for different aspects of values </li></ul>
  3. 3. What are personal values? <ul><li>(I offer this, as I am not satisfied by other definitions) </li></ul><ul><li>Persistent patterns of personal choice between available meaningful options for action (physical or verbal) </li></ul><ul><li>Including: </li></ul><ul><ul><li>how you tend to behave (dependent on context) </li></ul></ul><ul><ul><li>what you tend to prioritise (e.g. in terms of time, money) </li></ul></ul><ul><ul><li>how you tend to treat people </li></ul></ul><ul><ul><li>etc. etc. </li></ul></ul><ul><li>Values can be moral, or just personal preference </li></ul><ul><li>I trust this is at least plausible </li></ul><ul><ul><li>then we'll follow through the consequences </li></ul></ul>
  4. 4. Values are part of competence <ul><li>I'll draw this out </li></ul><ul><ul><li>starting with the more obvious parts of competence </li></ul></ul><ul><li>Then give a couple of examples </li></ul>
  5. 5. Plain, explicit knowledge <ul><li>“ Do you know...” </li></ul><ul><ul><li>facts </li></ul></ul><ul><ul><li>how to do things (explicit “know-how”) </li></ul></ul><ul><ul><li>what actions lead to what effects </li></ul></ul><ul><li>Easily testable </li></ul><ul><ul><li>quizzes, multiple choice tests </li></ul></ul><ul><ul><li>a traditional aspect of examinations </li></ul></ul><ul><li>Knowledge can be about values </li></ul><ul><ul><li>but that knowledge is not the same as having those values </li></ul></ul>
  6. 6. Basic capability across contexts <ul><li>“ Can you do it? Show me here and now!” </li></ul><ul><ul><li>lift this weight </li></ul></ul><ul><ul><li>thread this needle </li></ul></ul><ul><ul><li>read this text </li></ul></ul><ul><ul><li>make this machine do something... </li></ul></ul><ul><li>Testable on demand, anywhere given equipment </li></ul><ul><li>Traditional practical tests, face-to-face evaluation </li></ul><ul><li>BUT explicit knowledge and basic capability still do not account for on-the-job effectiveness </li></ul><ul><li>What is missing to make up competence? </li></ul>
  7. 7. Competence has choices/values <ul><li>Competence depends on </li></ul><ul><ul><li>explicit knowledge </li></ul></ul><ul><ul><li>range of basic capabilities </li></ul></ul><ul><ul><li>on-the-spot choice of adequate actions in real contexts </li></ul></ul><ul><li>Think of the choices made by bankers in past years </li></ul><ul><ul><li>Line blurred between free professional choice and moral choices that affect people in important ways </li></ul></ul><ul><li>Just the same range as with personal values </li></ul><ul><ul><li>and quite possibly directly linked </li></ul></ul><ul><li>Competence = knowledge + capability + good choices </li></ul><ul><li>Competence = knowledge + capability + values </li></ul>
  8. 8. E.g.: football skills <ul><li>Knowledge </li></ul><ul><ul><li>Do you know the rules of the game? </li></ul></ul><ul><ul><li>Do you know how to recognise good space to move into? </li></ul></ul><ul><li>Basic capabilities </li></ul><ul><ul><li>Can you kick a ball accurately to a chosen place? </li></ul></ul><ul><ul><li>Can you keep up a suitable activity rate for 90 minutes? </li></ul></ul><ul><ul><li>Can you dribble a ball at a certain speed? </li></ul></ul><ul><li>Choice of adequate actions in real contexts </li></ul><ul><ul><li>Do you keep the ball or pass it at appropriate times in a match? </li></ul></ul><ul><ul><li>Do you choose well between shooting at goal or playing on? </li></ul></ul><ul><ul><li>Do you make good choices of where to move to in good time? </li></ul></ul><ul><ul><li>Do you tackle opponents fairly? </li></ul></ul>
  9. 9. E.g.: diplomatic communication <ul><li>Knowledge </li></ul><ul><ul><li>Do you know the required words / phrases of that language? </li></ul></ul><ul><ul><li>Do you know about interpersonal communication and diplomacy (e.g. listening, tactfulness)? </li></ul></ul><ul><li>Basic capabilities </li></ul><ul><ul><li>Are you able to pronounce the words understandably? </li></ul></ul><ul><ul><li>Are you able to string them together meaningfully? </li></ul></ul><ul><li>Choice of adequate actions in real contexts </li></ul><ul><ul><li>Do you choose words that are effective? </li></ul></ul><ul><ul><li>Do you choose well between speaking and listening? </li></ul></ul><ul><ul><li>Do you balance tact with clarity effectively? </li></ul></ul><ul><ul><li>Do your actions result in successful conclusions? </li></ul></ul>
  10. 10. So: e-portfolios and values? <ul><li>Portfolios excel in collating and presenting evidence for things otherwise hard to give good evidence for </li></ul><ul><li>The knowledge and basic capabilities are not so hard to assess in other ways, but evidencing quality of choice in real contexts is harder </li></ul><ul><li>Portfolios can bring together evidence for quality of choice, from results and/or expert witnesses </li></ul><ul><li>Thus portfolios can evidence competence, through evidencing quality of choice, or personal values </li></ul>
  11. 11. Relates to professional interests <ul><li>Here are a few ways that personal values relate to what may be your professional interests </li></ul><ul><li>Please feel free to take up the topics later... </li></ul>
  12. 12. Assessment <ul><li>Assessment in contexts other than e.g. the workplace cannot cover quality of choice, or thus competence </li></ul><ul><li>To assess competence, or personal values </li></ul><ul><ul><li>use an e-portfolio approach </li></ul></ul><ul><ul><li>or expert assessment on the job </li></ul></ul>
  13. 13. Recruitment <ul><li>Employers want candidates who have evidence for all the components of competence for the job on offer </li></ul><ul><li>Personal values is one of these components </li></ul><ul><ul><li>evidenced through candidate's proven competence </li></ul></ul><ul><li>Personal values also affect candidate's fit with corporate culture </li></ul>
  14. 14. Social networking <ul><li>Many of the things that people spontaneously display on social networking sites are to do with personal values (=persistent patterns of choice...) </li></ul>
  15. 15. Professional development <ul><li>Professional values and ethics are intimately related to personal values </li></ul><ul><ul><li>though not necessarily the same </li></ul></ul><ul><li>To distinguish professional and other roles </li></ul><ul><ul><li>recognise distinctions between their respective values </li></ul></ul>
  16. 16. Personal development <ul><li>Much reflection is about how we could make better choices in the future, and how we could develop our personal values to inform those choices </li></ul><ul><li>Values are key in many views of personal development </li></ul>
  17. 17. But there is more to it than that... <ul><li>People say one thing, and do another (hypocrisy) </li></ul><ul><ul><li>or want one thing, can't help doing another </li></ul></ul><ul><ul><li>so, we need to distinguish between </li></ul></ul><ul><ul><ul><li>what is thought or said </li></ul></ul></ul><ul><ul><ul><li>what is done </li></ul></ul></ul><ul><li>Privately value some things, publicly profess others </li></ul><ul><ul><li>may be devious, but may also be necessary </li></ul></ul><ul><ul><li>so, we need to distinguish between </li></ul></ul><ul><ul><ul><li>what is private </li></ul></ul></ul><ul><ul><ul><li>what is public </li></ul></ul></ul><ul><li>Leads to a 4-way distinction, helps to understand better how personal values relate to portfolios </li></ul>
  18. 18. Four aspects of personal values public actions private words/ideas professed espoused occurrent effective social norms, and what you say you would choose what you'd choose to or for yourself (maybe secretly?) what you actually choose, from what occurs just to you in terms of effects, choices you are responsible for
  19. 19. In cycles, perhaps like Kolb's public actions private words/ideas professed espoused occurrent effective concrete experience reflective observation abstract conceptualisation active experimentation
  20. 20. Presentation and reflection public actions private words/ideas professed espoused occurrent effective conflict or harmony evident publicly portfolios (presentations) are do you agree with norms of behaviour? do the wrong things occur to you? essential reflection can you trace through cause and effect?
  21. 21. Values development process <ul><li>When you are constructing your portfolio presentation </li></ul><ul><ul><li>what you profess may conflict with what is seen as effective </li></ul></ul><ul><ul><li>restore harmony via reflection on personal value conflicts </li></ul></ul><ul><ul><ul><li>ideally with a trusted mentor or critical friend </li></ul></ul></ul><ul><li>Portfolio tools can be used in this development </li></ul><ul><ul><li>in personal or professional areas of life </li></ul></ul><ul><ul><li>already done with approaches like Kolb's </li></ul></ul><ul><ul><li>so too with conflicts such as yellow on previous slide </li></ul></ul><ul><li>Trust is largely to do with harmony of values </li></ul><ul><li>Thus portfolio tools and practice can become “ engines of trust ” (Serge Ravet & Maureen Layte) </li></ul>
  22. 22. But, for helping younger people <ul><li>with values, perhaps less portfolio and more education </li></ul><ul><li>They may not have authentic espoused values yet </li></ul><ul><li>So, first, we could help them </li></ul><ul><ul><li>to understand about their personal choices and values </li></ul></ul><ul><ul><ul><li>including the idea that values will differ in different contexts </li></ul></ul></ul><ul><ul><ul><li>and that other people's values may not be clear at first </li></ul></ul></ul><ul><ul><li>to be actively involved in varied contexts with varied values </li></ul></ul><ul><ul><li>to broaden the range of choices that occur to them </li></ul></ul><ul><ul><li>to deepen their understanding of cause and effect </li></ul></ul><ul><ul><li>to espouse authentic values in context when they are ready </li></ul></ul><ul><li>Take account of their order of consciousness (Kegan) </li></ul>
  23. 23. Summary <ul><li>Values/choices + skill + knowledge = competence </li></ul><ul><li>Portfolio approaches ideal for evidencing values </li></ul><ul><ul><li>bringing together real results plus validation from others </li></ul></ul><ul><li>Values distinguished </li></ul><ul><ul><li>public v private; actions v words/thoughts </li></ul></ul><ul><ul><li>professed, espoused, occurrent, effective </li></ul></ul><ul><li>E-portfolios as linking public aspects of values </li></ul><ul><li>Personal development as mechanism for realignment </li></ul><ul><li>Engines of trust - yes </li></ul><ul><li>But only as the individual is ready! </li></ul>
  24. 24. Thanks... <ul><li>Thanks for your attention </li></ul><ul><ul><li>many more related ideas are in my new book </li></ul></ul><ul><ul><li>and in Robert Kegan (1995) “In Over Our Heads” </li></ul></ul><ul><ul><li>and in Rita Carter (2008) “Multiplicity” </li></ul></ul><ul><li>I look forward to creative discussion </li></ul><ul><li>My e-mail address is on my home page </li></ul><ul><ul><li>(search for “Simon Grant”) </li></ul></ul>