narratives of learning: the portfolio approach - public defense v-2

Narratives of Learning: The Portfolio Approach

PAUL LESLIE – 2015

THE TAOS INSTITUTEADVISER: DR. CELIANE CAMARGO-BORGES

VRIJE UNIVERSITEIT BRUSSELPROMOTER: DR. NADINE ENGELS

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Narratives of learning: Introduction

The portfolio approach to teaching and learning:

Provides methods through which educators, students, and administrators can make our thinking visible

Incorporates elements of Internet-based technology Blogs, cloud file storage, social media tools,

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Narratives of learning: Introduction

The portfolio approach to teaching and learning:

describes a set of overlapping spheres of intentionality

The personal portfolio

The community of inquiry

The demonstration of competency

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Narratives of learning: Introduction

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Narratives of learning: Introduction

October 13th, 2015Narratives of Learning: The Portfolio Approach

The portfolio approach to teaching and learning:

allows the practitioner to be intentional in their lifelong quest for learning

… as a result ...

the practitioner can better contribute to and support all participants in their communities of inquiry.

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Narratives of learning: Introduction

October 13th, 2015Narratives of Learning: The Portfolio Approach

Capturing Processes with Products -unintentional

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Narratives of learning: Introduction

October 13th, 2015Narratives of Learning: The Portfolio Approach

Capturing Processes with Products - intentional

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Narratives of learning: Introduction

October 13th, 2015Narratives of Learning: The Portfolio Approach

Time span of discretion – what good is our experience…

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Narratives of learning: Introduction

October 13th, 2015Narratives of Learning: The Portfolio Approach

The practitioner also has, as Freire (1998) notes, “to accept as a duty the need to motivate and challenge the listeners to speak and reply” (p. 104).

Freire, P. (1998). Pedagogy of freedom. Lanham, Maryland: Rowman & Littlefield.

As Freire (1998) notes, we must create for our students and colleagues “the possibilities for the production and construction of knowledge” (p. 30).

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Narratives of learning: Introduction

October 13th, 2015Narratives of Learning: The Portfolio Approach

We may be in danger of viewing a practitioner’s narrative as merely, “contents, detached from reality, disconnected from the totality that engendered them and could give them significance” (Freire, 1996, p. 52).

Freire (1996) tells us that the truly reflective and liberated educator, “presents the information to the students for their consideration, reconsiders her own considerations as the students express their own” (p. 62).

Freire, P. (1996). Pedagogy of the oppressed. London: Penguin Books.

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Narratives of learning: Research questions

October 13th, 2015Narratives of Learning: The Portfolio Approach

• Research Questions

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Narratives of learning: Research questions

October 13th, 2015Narratives of Learning: The Portfolio Approach

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Narratives of learning: Research questions

October 13th, 2015Narratives of Learning: The Portfolio Approach

• The personal portfolio

What are the range of skills and processes that will allow practitioners to present their own unique voice to their community of inquiry and their stakeholders?

Narratives of learning: Research questions

October 13th, 2015Narratives of Learning: The Portfolio Approach

The community of inquiry

What processes and skills must we develop as practitioners in order to participate in communities of inquiry and benefit from each other?

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Narratives of learning: Research questions

October 13th, 2015Narratives of Learning: The Portfolio Approach

The demonstration of competency

How can we work with other educators and students to allow them to determine their own voice without abandoning the institutional voice that comes from learning outcomes, program outcomes and the demands of the professional workplace?

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Narratives of learning: Research methodology

October 13th, 2015Narratives of Learning: The Portfolio Approach

Research Methodology

Autoethnographic review

Reviews of individual portfolios

Interviews and focus groups

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Narratives of Learning: Conclusion

October 13th, 2015Narratives of Learning: The Portfolio Approach

Time is ripe for a portfolio approach…

We have a set of media tools that allow us to share our ideas more readily with a larger audience

Intentional social constructionist processes allow us to direct our attentions to specific communities and stakeholders to achieve a greater epistemological freedom