EFolio Thinking and Learning ITEACH 2/27/09 Metropolitan State University faculty Victor Cole,...
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- Slide 1
- eFolio Thinking and Learning ITEACH 2/27/09 Metropolitan State
University faculty Victor Cole, August Hoffman, Laura McCartan,
Carol Lacey
- Slide 2
- eFolio faculty development Explore eFolio application beyond
personal and professional options; Share learning ePortfolio works
in progress for documentation and assessment; Highlight challenges
across disciplines; Enhance critical thinking, confidence and
creativity; Pending: retraining/additional training with eFolio 2.0
later spring 2009.
- Slide 3
- Getting started Do you have an eFolio or electronic portfolio?
Do your students bring experiential learning to what you teach? Do
your students use eFolio or electronic portfolio to document their
experiences and learning from those experiences? Do you assess
student learning through eFolio or electronic portfolio?
- Slide 4
- eFolio/electronic portfolio thinking Not your (or your mothers)
3-ring binder; Wholistic showcase of what you do/what you
think/whats important; Highly portable/accessible/adapted and
updated; Multimedia (if you want it to be); Useful for any
discipline.
- Slide 5
- each electronic portfolio (site) displays selected items &
reflections based on the owners choices. Items that you might
select (often called artifacts or evidence of learning) can be
Electronic Portfolios what you post is what will others will
see
- Slide 6
- Nibbles vs. immersion eFolio works for range of learners and
faculty. Use what works for you. eFolio thinking can develop in
stages. You dont have to fully maximize all the features; start
with a few to build confidence: Contacts Education Work
samples
- Slide 7
- Learning ePortfolios are used to document, guide, and advance
learning over time. They often have a prominent reflective
component and may be used to promote metacognition, to plan
learning, or for the integration of diverse learning experiences.
Learning ePortfolios are most often developed in formal curricular
contexts. source: http://www.imsglobal.org/ep/ Keeping Up with
Standards 2.3.3 Learning ePortfolios
- Slide 8
- Assessment terms and strategies Competency: major skill,
knowledge, attitudes or abilities measurable and observable;
Learning objectives: supporting skill, knowledge, or attitude
leading to mastery of a competency; Learning activity: strategy
designed to help students master specific learning outcomes
Performance assessment: measuring learners performance of learning
outcomes or targets. Learning crosswalk (Lynne Groves, eFolio
MNSCU)crosswalk
- Slide 9
- Using eFolio for Self-assessment in Writing Laura McCartan,
Assistant Professor, Communication, Writing and the Arts
- Slide 10
- The value of self-assessment The value of self-assessment lies
in it ability to make the raters take responsibility for their own
performance and development. Self-assessment is a process by which
you learn more about yourself -- what you like, what you don't
like, and how you tend to react to certain situations. Knowing
these things can help you determine which occupations and work
situations could be a better fit for you. You may recognize some of
these tools if you ever worked with a career counselor or
consultant. (Wilson 1995)
- Slide 11
- The Value of Self-Assessment Self-assessment allows the rater
to look at their own performance, form conclusions about
performance level, and act upon those conclusions to create a
development plan. Accurate self-assessment requires introspection
and realistic self-perception (Wilson & Pearson, 1995).
- Slide 12
- Basic Writing Self-Assessment Why am I writing? Who are my
readers? What key characteristics are important? What is my main
point? What do I want readers to do/believe as a result of reading
this? What general strategy am I taking? What role am I
assuming?
- Slide 13
- T AKING I NVENTORY Reflection on Individual Essays: Reflect on
your two best works by answering the following questions What makes
this my best (then second best) work? How did I begin writing it?
What was my strategy before I began writing? What goals did I set
for myself? Did I complete my goals as well as I wanted to? What
problems did I encounter? Did I effectively solve these problems?
How did I use those problems?
- Slide 14
- Self-Assessment and eFolio
- Slide 15
- Self-Assesment and eFolio
- Slide 16
- Self-Assessment and eFolio
- Slide 17
- Feedback Loop http://lauramccartan.efoliomn2.com/index.as
p?Type=CLASSES&SEC={08B34B6F-41F6-424F- A9A5-EED8477637C6}
- Slide 18
- Sowing Seeds of Success: Creating a Greener Campus Dr. August
Hoffman, Associate Professor of Psychology
- Slide 19
- Thinking Greener strategy & goals Purpose: incorporate
Efolio technology into a civic/ community service (Thinking
Greener)gardening program for introductory psychology students
(minimum of 15 hours/semester); Students learn to incorporate
subjective experiences of participating in a community service
program, documenting and recording their academic and personal
experiences in eFolio they can share; Long-term goals: collect
longitudinal data to determine if students are better able to
incorporate technology, specifically eFolio technology, into
traditional learning.
- Slide 20
- Method and materials Students use traditional garden work
utensils (i.e., shovels, rakes, lawn mower) to complete work in the
garden and create new garden areas on campus. Garden includes
artichokes, various herbs, a variety of citrus trees (including
kumquats), roses, grapes, watermelon, strawberries, other fruits
and vegetables, and several plants and perennial flowers.
- Slide 21
- Working in the garden...
- Slide 22
- early on a Saturday morning
- Slide 23
- What does Green really mean? Environmentally more conscious of
what we do in the classroom; Becoming an Instructor & Advocate
for the environment; Helping students to become more active within
the community
- Slide 24
- Green Community Service Work Links academic content and
standards with community service. Helps to determine and meet real,
defined community needs; Instructors are environmentally proactive
within their disciplines; Reciprocal nature benefits both the
community and the students by combining service experience with
learning experience. National Service-Learning Clearinghouse,
2005
- Slide 25
- Criticisms of Green CSW Green Activities sounds nice but are
students really learning? Is it possible to incorporate Green CSW
among all disciplines?
- Slide 26
- Service-Learning in Higher Education: Most service- learning
courses are offered at four-year Liberal Arts institutions. Only 1%
are offered at either schools with a majority of African-American
or Hispanic students. Only 18% are offered at community colleges.
National Campus Compact, 2005
- Slide 27
- Prior Research Research suggests that the strongest predictor
for institutionalizing service learning is faculty involvement in
and support for service- learning (Furco, 2001). Hoffman and
Wallach (2007a) found that community gardening activities can help
to improve student connectedness to campus, peers, and reduce
ethnocentrism.
- Slide 28
- Student responses (so far) I think that community service
activities should be a part of educational programs. I used to be
nervous about using technology, but I can see how it helps me learn
in the classroom.
- Slide 29
- The Urban Teacher Program Metropolitan State University,
College of Professional Studies, Education Department Victor B.
Cole, Field Experience Coordinator Licensure Officer and Community
Faculty
- Slide 30
- The Urban Teacher Program Developing the exemplars Utilizing
eFolioMN as an Instructional Tool Creating a Teaching Philosophy
(metaphor) Meeting MN Teaching Standards of Effective Practice
- Slide 31
- The Urban Teacher Program Developing the exemplars Developing
the Education Department o Early samples, using a hybrid of paper
and on line evidence for a Portfolio Presentation Early samples o
Recent examples are fully online and more complete since its
integration into the Information Technology course (EDU 383) Recent
examples
- Slide 32
- The Urban Teacher Program Utilizing eFolio MN as an
Instructional ToolInstructional Tool Scaffolding for Learning and
Teaching
- Slide 33
- The Urban Teacher Program Creating a Teaching Philosophy
(metaphor)Philosophy (metaphor) Each teacher candidate begins to
develop her/his personal, professional and pedagogical philosophy
in the first course, Introduction to Urban Education and Reflective
Teaching (EDU 200)
- Slide 34
- The Urban Teacher Program Meeting MN Teaching Standards of
Effective Practice, Ten standards teacher candidates measure
her/his work and knowledge in a public forum o Lesson plans (what,
how, changes?) Lesson plans o Behavior management (issues and
resolution) Behavior management o Professional development
Professional development
- Slide 35
- Version 2.0 admin screen Manage Content Panels eFolio Page
Workspace Manage Sites & Pages Context Sensitive Help site
controls Common Icons Create To-do Properties Add Trash Restore
Date Picker Collector Build Remove Edit Delete Public View
- Slide 36
- tags both searchable & collectible data types moving us
beyond simple text multiplesites re-purposing existing pages
feedback including Blog/Wiki-like messaging activities affiliations
artifacts career objectives certifications competencies/outcomes
contacts course work education employment history events forms
media publications/presentations skills uploaded LOs web 2.0
ePortfolio Elements
- Slide 37
- Ethics/privacy/confidentiality Concerns about client
confidentiality (real lives; real people; real experiences) when
included in a student's posted comments Permissions to use
information (public/private) Honor original work & intellectual
property Mask identities Apply common related policies/guidelines
such as email use
- Slide 38
- eFolio conversation How can eFolio be of practical use to you
in your teaching? How do you see eFolio working in your discipline?
What challenges do you see re implementing eFolio?
- Slide 39
- Future conversations How might you use eFolio for assessing vs.
enhancing or documenting learning? Would Wouldnt Document learning
Major project Routine assignments
- Slide 40
- eFolio contacts: Metro State University Victor Cole, Urban
Teacher Program: http://victorcole.efoliomn2.com August Hoffman,
Psychology Department: http://augusthoffman.efoliomn2.com Laura
McCartan, Communication, Writing and the Arts (CWA):
http://lauramccartan.efoliomn2.com Carol Lacey, interdisciplinary
liberal arts: http://carollacey.efoliomn2.com Continue the
conversation:
http://nextstage.edublogs.orgColehttp://victorcole.efoliomn2.com
Hoffman http://augusthoffman.efoliomn2.comMcCartan
http://lauramccartan.efoliomn2.comLacey
http://carollacey.efoliomn2.comconversation
http://nextstage.edublogs.org