narratives of learning: the portfolio approach - public defense
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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 (tools) of Internet-based technology Blogs, cloud file storage, social media,
“THE MEDIUM IS
THE MESSAGE”
Narratives of Learning: The Portfolio Approach October 13th, 2015
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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
Narratives of Learning: The Portfolio Approach October 13th, 2015
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Narratives of learning: Introduction
Narratives of Learning: The Portfolio Approach October 13th, 2015
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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
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: Introduction
October 13th, 2015Narratives of Learning: The Portfolio Approach
As Freire (1998) notes, we must create for our students and colleagues “the possibilities for the production and construction of knowledge” (p. 30).
Freire, P. (1998). Pedagogy of freedom. Lanham, Maryland: Rowman & Littlefield.
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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.
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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
• 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?
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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: Conclusions RQ 1
October 13th, 2015Narratives of Learning: The Portfolio Approach
Time span of discretion – what good is our experience…
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Narratives of learning: Conclusions RQ 2
Narratives of Learning: The Portfolio Approach
Teaching presence
We must be able to provide direction in our communities
(Garrison, Anderson, & Archer, 2000)October 13th, 2015
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Narratives of learning: Conclusions RQ 3
Narratives of Learning: The Portfolio Approach
Display artful competence
Intentional selection of media to display goals
Competencies and goals determined by practitioner and institution
October 13th, 2015
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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
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