a window and a doorway: eportfolios in support of program redesign
DESCRIPTION
Session Presented in Boston at the 2014 AAEEBL Conference (Association for Authentic, Experiential, Evidence-Based Learning) Session Abstract: ePortfolios provide a window into student perception, a view that cannot be attained through other means. In 2012 Northeastern’s M.Ed. Program analyzed students’ portfolios to assess their presentation of self and representation of learning. This served as the doorway to redesigning a cohesive curriculum in which portfolio-based signature assignments integrate theory with practice, engaging students and faculty in a synergistic approach to learning. This interactive session involves participants in exercises and the consideration of guiding questions for program redesign.TRANSCRIPT
A Window and A Doorway ePortfolios in Support of Program RedesignMya Mangawang, Ph.D.Gail Matthews-DeNatale, Ph.D.Lydia Young, Ed.D.
Northeastern UniversityGraduate School of Education
TodayMya MotivationLydia Interactive Exercise & Redesign OverviewGail Redesign in Action Within One
Concentration
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ePortfolios As Window & Doorway
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ePortfolios As Window & Doorway
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By pursuing a Master's degree, you are in a process of -- metaphorically speaking -- writing the next chapter in the story of your life. Your courses are one part of that process. You construct meaning on your journey, considering how your program informs and shapes personal and professional goals. Your ePortfolio is designed to help you document this narrative of growth to see how parts relate to the whole.
ePortfolio as Window
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Our Students By the Numbers
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Size ~470 Active Students
Profile +60% attend part time
Format 100% fully online
Concentrations 4
Gender 73% female
Region 56% in state, 44% out of state
Another View of Our Students
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Another View of Our Students
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If we ask these students to document and reflect upon their learning in an ePortfolio, what will they would do with it?
How is this similar or different from what we hope they would do with it?
Redesign Process• 2012: Inquiry
– Reviewed Portfolios Students Had Already Created– Identify Program Competencies– Author Mission Statement
• 2013: Reflection & Redesign– Author Concentration Missions, Identify Competencies– Curriculum Mapping to Missions/Competencies– Plan Courses & Identify Signature Assignments– Embed ePortfolios in the Curriculum
• September 2013: Implementation9
Kick-Off Retreat1. What can you tell about the person's background, motivation, goals, and aspirations? How does this compare with your understanding of the profiles of students who enroll in our programs?2. Looking at the person's work samples, what appear to be the areas of strength and need? How could that be addressed?3. Given the strengths and challenges that you observe in the ePortfolios, what do our students need to thrive, both in our programs and after graduation? What are the implications for program improvement?
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We Are Not Who We Think We AreMany Were1. Inexperienced2. Unrealistic expectations3. Not making connections4. Not articulating professional identity
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Why?
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+ +
What’s Your Ideal for Graduates?What contributions are you preparing students to make to society and/or to their profession?
What expertise, abilities, and characteristics will the graduates of your program need to be able to make these contributions?
Think, Pair, Share13
Figuring It Out
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Mission
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The Master of Education program at Northeastern University develops educators with the skills and intellectual acumen to be effective, to question systemic norms, and to anticipate and shape a more equitable, globally connected society.
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Signature Assignments
ePortfolio as Doorway
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Mission
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eLID prepares graduates to design engaging mobile and online learning environments, develop new models and strategies for motivating learners, and respond innovatively to the opportunities and challenges associated with living in a technology-rich, globally connected society.
ePortfolios: Two Faces, Inherent Tensions
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A Question of Ownership
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Metacognition, self-awareness, and self-regulation regarding competencies make it possible for students to develop agency over their learning.
The ideal portfolio process supports the development of these capabilities.
Professional Learning Plan
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Strategic Thinker“I am at a changing point in my career … I am leading the team to move our corporate learning models to online modalities …
Although this is an exciting project, this also is a time where I need to consider my next professional steps.”
Case Study
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Communicator“Throughout this entire course, one idea has become very clear to me: the intersectionality between concepts of learning.
There are many connections and patterns between information and ideas, and it is at the intersection of these ideas and experiences that true learning occurs.”
LearningConcept Maps
Creative Problem Solver
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LearningConcept Maps
Creative Problem Solver
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Education Narrative
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Culturally Responsive“I am seriously considering applying what I’m learning to career counseling. I want to focus on helping veterans overcome the struggles they face when adjusting to campus life from the military.
Problems such as PTSD, depression, anxiety and alcohol/substance abuse all play a huge role in their challenges accessing the system.”
Personal Process, Integrated Learning
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Foundation Courses
Ed as Field of Study
How People Learn
Models for Learning Design
Professional Learning
Plan
Learning Portfolio Showcase Portfolio
Experiential Learning Proposal
Connecting Theory with
Practice
Review PortfolioPlan Project
Design as Collab. Profession
Social Media
Open Learning
Tech. as Medium for Learning
Capstone
Revise/Present Work to Others
Professional Portfolio
Experiential Learning
Work
Professional Integration &
Presence
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Showcase Portfolio
Experiential Learning Proposal
Connecting Theory with
Practice
Review PortfolioPlan Project
Design as Collab. Profession
Social Media
Open Learning
Tech. as Medium for Learning
Capstone
Revise/Present Work to Others
Professional Portfolio
Experiential Learning
Work
Professional Integration &
Presence
Professional Learning
Plan
Foundation Courses
Ed as Field of Study
How People Learn
Models for Learning Design
Learning Portfolio
32
Foundation Courses
Ed as Field of Study
How People Learn
Models for Learning Design
Professional Learning
Plan
Showcase Portfolio
Design as Collab. Profession
Social Media
Open Learning
Tech. as Medium for Learning
Capstone
Revise/Present Work to Others
Professional Portfolio
Experiential Learning
Work
Professional Integration &
Presence
Experiential Learning Proposal
Connecting Theory with
Practice
Review PortfolioPlan Project
Learning Portfolio
33
Foundation Courses
Ed as Field of Study
How People Learn
Models for Learning Design
Professional Learning
Plan
Showcase Portfolio
Experiential Learning Proposal
Connecting Theory with
Practice
Review PortfolioPlan Project
Capstone
Revise/Present Work to Others
Professional Portfolio
Professional Integration &
Presence
Experiential Learning
Work
Design as a Collaborative
Profession
Social Media
Open Learning
Technology as Medium for Learning
Learning Portfolio
Foundation Courses
Ed as Field of Study
How People Learn
Models for Learning Design
Professional Learning
Plan
Showcase Portfolio
Experiential Learning Proposal
Connecting Theory with
Practice
Review PortfolioPlan Project
Design as Collab. Profession
Social Media
Open Learning
Tech. as Medium for Learning
Experiential Learning
Work
Professional Integration &
Presence
Capstone
Revise/Present Work to Others
Professional Portfolio
Learning Portfolio
35
Foundation Courses
Ed as Field of Study
How People Learn
Models for Learning Design
Professional Learning
Plan
Showcase Portfolio
Experiential Learning Proposal
Connecting Theory with
Practice
Review PortfolioPlan Project
Design as Collab. Profession
Social Media
Open Learning
Tech. as Medium for Learning
Capstone
Revise/Present Work to Public
Professional Portfolio
Experiential Learning
Work
Professional Integration &
Presence
Learning Portfolio
Thank You!
Mya Mangawang, Ph.D.Gail Matthews-DeNatale, Ph.D.
Lydia Young, Ed.D.
Contact for Further Questions: [email protected]
Northeastern UniversityGraduate School of Education