Electronic Portfolio Learning in Layers

Electronic Portfolio Learning in Layers

Insights for Rhetoric and Composition about Reflective Learning, Integrative Learning, and

General Education Outcomes from the Inter/National Coalition for Electronic Portfolio

Research

CCCCApril 5, 2008, New Orleans, LA

Presenters

• Darren Cambridge, George Mason Universitydcambrid@gmu.edu

• Barbara Cambridge, NCTEbcambridge@ncte.org

• Judith Kirkpatrick, Kapi’olani Community Collegekirkpatr@hawaii.edu

• Karen Druffle, Framingham State University kirkpatr@hawaii.edu

Developmental Progress Promoted by Eportfolio

Learning (Alverno College)concrete and narrow to complex and

interpretive

focus on the outcome to probing the meaning of the outcome

personal narrative to seeing self in a

wider context

Coalition Process and Progress about Reflection

in Eportfolios• Questions about reflection• Single artifact• Artifact-in-local-context• Reflection in wider context• Moving to kinds of reflective

artifacts

Context

• Reflection always happens in context.

• Contexts that connect with students are more likely to engage them in portfolio learning.

Portfolio Structures

• Portfolio structures signal what is important.

• One reason is that the structure shapes the reflection.

• When students create their own structures, linking personal connections to curricular aims, they can demonstrate pattern marking that is a characteristic of expertise.

Structures of Reflection

• The structures of reflection warrant further study. Ex: – Images– Maps– Developmental frameworks

Networked and Symphonic Selves

Darren CambridgeGeorge Mason University

Network SelfCreating intentional connections

Symphonic SelfAchieving integrity of the whole

Networked

• Play, emergence, entrepreneurialism, flexibility, agility

• Ease, speed, low-cost integration

• Aggregation, association

• Relationships

• Collection, list, link, snapshot

• Web 2.0 and social software

Symphonic

• Integrity, commitment, intellectual engagement, balance

• Time, effort, high cost integration (author, context, audience)

• Synthesis, symphony• Relationships between

relationships• Theory, story,

interpretation, map• ePortfolio systems,

Web 1.0

Folio Thinking at Stanford

• Folio thinking: learning principles and processes associated with portfolios

• Reflective “Idealogs” composed throughout the semester

• Wikis and blogs

Folio Thinking at Wolverhampton

• Julie Hughes’ students in classroom placements at Wolverhampton

• Community of practice through blogging • “Everyday theorizing”

Matrix Thinking at IUPUI

• English capstone course • General education outcomes and contexts for

learning• Impact on sophistication of reflection

Matrix Thinking at Kapi’olani

• First-year courses • Six native Hawaiian

values and four stages of the journey of a canoe

• Impact on student engagement and learning strategies

Linking/Thinking at Clemson

• Psychology undergraduate research program

• Complexity of arrangement mirrors sophistication of disciplinary and professional identity

Studios at LaGuardia

• Bridging home and discipli nary culture

• Impact on retention, student engagement, grades

• Portfolio studios• Iteration • Visual design

– Washington– Virginia Tech

Electronic Portfolios 2.0: Emergent Findings

and Shared Questions• Collection of 24

chapters detailing research from cohorts I, II, and III of the Coalition

• Forthcoming from Stylus in early Fall 2008