Coherent Learning Design for ePortfolio-framed Authentic

Learning ExperiencesDr. Beata Jones, Texas Christian University

b.jones@tcu.eduwww.linkedin.com/in/beatamjones

@BeataJones www.slideshare.net/BeataJones

#AAEEBL_CRA2016, June 7, 2016, Edinburgh, Scotland

“The main part of intellectual education is not acquisition of facts but learning how to make facts live.“ --Oliver Wendel Holmes

“Knowing yourself is the beginning of all wisdom.” --Aristotle

Overview

Learning Coherence

Educational Setting & Authentic Learning

Best Practices in Learning Design & ePortfolio Practice

Strategies for Structuring ePortfolio Learning Contexts

Showcase

Q&A

Learning Coherence

…‘‘the manner in which opportunities to learn have been arranged (organizationally, logistically) to achieve a common goal’’ (Tatto, 1996, p. 176).

Tatto, M. (1996). Examining values and beliefs about teaching diverse students: Understanding the challenges for teacher education. Educational Evaluation and Policy Analysis, 18, 155–180.

‘‘Perhaps the most basic thing that can be said about human memory is that unless detail is placed into a structured pattern, it is rapidly forgotten’’ (Bruner, 1977, p. 37).

Bruner, J. (1977). The process of education. Cambridge, MA: Harvard University Press

http://www.edugains.ca/newsite/21stCenturyLearning/Images/carousel/MSAC.png?1410048000089

The Educational Setting: Shifting 21st Century Learning Realities

20th Century LearningSingle Source

“Individually, read Chapter 3 and be ready to answer

questions.”

21st Century LearningCrowd Source

“With your team, find and read a relevant articles, find and explore a relevant website, find and watch a relevant video, go into the community, interview a relevant person and be prepared to discuss.”

VS.

Authentic Learning: Elements

Subject of Learning

1.Real-world relevance

2.Ill-defined problems

3.Multiple sources & perspectives

Process of Learning

1.Sustained investigation

2.Collaboration3.Reflection

(metacognition)4.Interdisciplinary

perspective

Outcome of Learning

1.Polished products2.Integrated

assessment3.Multiple

interpretations and outcomes

Lombardi, D. (2007). Authentic learning for the 21st Century: An overview. EDUCAUSE. Retrieved from: https://net.educause.edu/ir/library/pdf/eli3009.pdf Reeves, T. C., Herrington, J., & Oliver, R. (2002). Authentic activities and online learning. Annual Conference Proceedings of Higher Education Research and Development Society of Australasia. Perth, Australia. Retrieved from http://www.ecu.edu.au/conferences/herdsa/main/papers/ref/pdf/Reeves.pdf

Significant Learning

Self-Directed Guide to Designing Significant Learning ExperiencesFink, D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. San

Francisco, CA: Jossey-Bass.

Evidence-based Principles of Bringing Coherence to Student’s Learning

Fink, D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA: Jossey-Bass.

Creating Curricular Coherence with an ePortfolio

Clear Learning Goals

• Goal Statements• ePortfolio Samples of Work• ePortfolio Templates that

Structure Work

Teaching & Learning Activities

• Rich Learning Experiences with related Activities built into the Template

• Choices in Learning Experiences, based on passions

• Digital Storytelling approach to Learning Activity reflections

• Learning Activities requiring linking across digital learning platforms

• Games• Final Learning Reflection

requiring Learning Integration

Feedback & Assessment

• Mentoring• Rubrics & Scales• Self-& Peer-Assessment• Formative & Summative

Feedback

Goals for

Learning Assessment

& Measuremen

t

CommunityEngagement

Instructional

Practices

Resource Deployment

Creating Curricular CoherenceWhat? How

Well?

How?Adapted from: http://www.slideshare.net/jpcostasr/coherence-boces-share

Strategies for Structuring ePortfolio Learning Contexts

Community Engagement 1

Course/Program Community

Building Among Students and

Faculty

Professional Community Engagement

Scaffolding/ Resource

Deployment

List of available resources

(digital and human)

Time to answer questions

1 Wolfensberger, M. V. (2012). Teaching for Excellence. Waxmann Verlag. Retrieved from: http://dspace.library.uu.nl/bitstream/handle/1874/261033/wolfensberger.pdf?sequence=2

SXSW Interactive TCU – Authentic Learning in An Honors Colloquium Course-Capturing Personalized Learning Pathways

https://tcu.digication.com/hcol_40043_655_sxsw_interactive_tcu/Welcome

SWSW Interactive TCU: Course-Based Example• Student Template:

https://tcu.digication.com/sxsw_tcu_student_portfolio_template/Welcome/ https://tcu.digication.com/katie_drees_sxsw/Welcome/published

Showcase – Course Portfolio

Gracia Sohr – Junior Engineering Major, enrolled during Spring of 2015 in an Honors Colloquium SXSW Interactive TCU: Learning to Change the World through Technology, Innovation & Entrepreneurship

Gracia’s Portfolio: https://tcu.digication.com/gracia_sohr_sxsw_interactive_2015/Welcome/published

Bringing Coherence to SXSW TCU Course

GOALS

Bringing Coherence to SXSW TCU Course

Learning Activities

• Selection of conference theme(s) to follow, based on interests

• Conference theme research• Conference planning• Professional networking• Conference attendance and blogging• On-Campus TED-talk about the

theme• Learning reflection

Scaffolding Activities

• Community building: Facebook group

• Professional community engagement: LinkedIn, Twitter, Structured Interviews, Email

• ePortfolio tinkering labs• Presentation preparation workshops• New Venture Idea competition• Guest speakers

Bringing Coherence to SXSW TCU Course

ASSESSMENT

AVG. GRADE: 95%

Lots of peer and facultyformative feedbackoffered

Student Feedback• “An incredible experience that has been a defining aspect of my time here at TCU”• “I was able to learn something from every single thing I did.”• “SXSW was an extremely rewarding and empowering experience and I cannot wait to

go again next year.”• “By networking (…), I learned more about myself in those five days than I have in my

entire life.”• “Not only did I grow in confidence, but I also left this course feeling empowered.”• “What I actually learned in this class surpassed everything that I believed I could learn.”• “SXSW taught me how to communicate, innovate, and connect in more ways than I

have ever known before. This class allowed me to make connections not only with people in Austin, but also with people around the world.”

• “This learning experience happened before, during, and after the conference and will continue to serve me throughout the rest of my college and work career.”

Cultural Pathways (CP3) through Eastern Europe – Authentic, Pesonalized Learning in a Study Abroad Program

https://tcu.digication.com/cultural_pathways_2015_program_eportfolio/About_the_Program/published

Cultural Pathways: Program-Based Example

https://tcu.digication.com/lauren_jupina_cultural_pathways_20151/About_Me

• Student Template:

https://tcu.digication.com/your_name_cultural_pathways_2015_eportfolio/Home/published

Showcase – Program Portfolio

Diana Rogers– Sophomore Communication Studies major, completing during Spring-Summer-Fall of 2015 a non-credit Honors Abroad Program: Cultural Pathways through Eastern Europe: Warsaw, Krakow, Budapest & Prague

Diana’s Portfolio: https://tcu.digication.com/diana_rogers_cp3/Home/

Bringing Coherence to CP3 Program

GOALS

Bringing Coherence to CP3 Program

Research & Presentations about cities visitedGuided toursInteractive team activitiesCultural eventsFree TimeLearning reflectionsPecha Kucha

Learning Activities:

• Study Abroad Orientation• Trip Planning• Intercultural Effectiveness Scale (IES)• In-country learning reflection dinners• Games• Photo contest

Scaffolding Activities:

PRISM Pedagogy Applied to Intercultural Knowledge Competency (IKC) Building

PERSPECTIVES

RESOURCES

INSIGHTS

SKILL SETS

MINDSETS

The PRISM is a multi-modal approach to engaging students in experiential learning

IKC

Williams, Tracy Rundstrom (2014). “Learning through A PRISM.” Insights into Teaching and Learning. (Fall) https://issuu.com/tcuelearning/docs/14_fall_insights_final , pp. 5-7.

Bringing Coherence to CP3 ProgramASSESSMENT

AVG. SCORE: 3.4 OUT OF 4

Student Feedback“To put briefly, my time spent in Europe with the CP3 family was the best three weeks of my life. Without fail, every day brought with it consistent fun, unforgettable moments, and opportunities for dramatic personal growth.”

In Summary

Course design for authentic, significant learning can benefit from ePortfolio enhancement to help structure and capture the learning pathways, leading to not only achievement of desired course outcomes, but transformative learner empowerment.

Challenge: need resources & understanding of [ePortfolio] pedagogy, technology, & your students.

21st Century Meta Skills

FEELING: including empathy, intuition, and social intelligence.

SEEING: the ability to think whole thoughts, also known as systems thinking.

DREAMING: the meta skill of applied imagination.

MAKING: mastering the design process, including skills for devising prototypes.

LEARNING: the autodidactic ability to learn new skills at will.

Neumeier, M. (2013). Meta skills: The five skills for the robotic age. San Francisco, CA: New Riders

Thank You!Beata Jones, Ph.D.

b.jones@tcu.edu www.linkedin.com/in/beatamjones@BeataJones www.slideshare.net/BeataJones

Questions?