learning autobiography u nit 3 s eminar 1. v irtual s nacks 2
TRANSCRIPT
UNIT 3 SEMINAR
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VIRTUAL SNACKS 2
DISCUSSION ITEMS
Key Concepts
What is a Learning Autobiography?
Unit 3 Content on Learning Autobiography
Characteristics of a Strong Learning Autobiography
Creating Your Learning Autobiography
Questions to Ask Yourself
Target Audience
Learning Autobiography in the Electronic PDAS
Using the Learning Autobiography Tool
Q & A on Using the Learning Autobiography Tool
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KEY CONCEPTS
The Learning Autobiography must provide sufficient detail about the student’s experiences and the learning they have acquired from those experiences.
Converting experience into knowledge is a complex process.
Experiential learning involves the act of reflection.
Students often have difficult clearly articulating their learning.
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WHAT IS A LEARNING AUTOBIOGRAPHY?
A Learning Autobiography is an essay that explains in more detail:
How students learned what they know;
Why students changed positions/jobs;
How students solved problems; and
Reasons behind students’ experiences.
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UNIT 3 CONTENT
In this course, you are told:
“All of the pieces of your portfolio are designed to go together so that the faculty evaluator gets a clear picture of your learning. Think of it as proving a case in court – by using the different parts of the portfolio, you are creating a total picture from which the faculty evaluators, who are like jurors, can come to an informed decision. The Learning Autobiography is also the place where you can let the uniqueness of your voice shine. You can explain the gaps in your resume when you were caring for a sick relative or tell the story behind your new job title. You can explain the how and why of your knowledge and skills.”
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CHARACTERISTICS OF A STRONG LEARNING
AUTOBIOGRAPHY
A Strong Learning Autobiography:
Is clearly written in chronological order
Highlights your experiences
Describes, in detail, your learning acquired from those experiences
Describes, in detail, how your learning has grown as a result of those experiences
Clearly articulates your learning
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CREATING YOUR LEARNING
AUTOBIOGRAPHY
Use Your Expanded Resume as a Guide
Review the Experiences Highlighted in Your Expanded Resume
Identify Key Learning Experiences
Write a Detailed Description of What You Learned as a Result of Each Experience
Format Your List in Paragraph Form
Read Your Paragraphs for Consistency and Flow
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QUESTIONS TO ASK YOURSELF!
Why were my experiences significant in my life?
What did I learn at each stage of my life that I did not learn before?
How have my experiences changed me?
What are some main ideas and concepts that I have learned in my discipline?
What knowledge, skills, and abilities have I acquired from my experiences?
What level of learning have I achieved?
What themes can I identify throughout my experiences?
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TARGET AUDIENCE
FACULTY EVALUATOR
SME – Subject Matter Expert in the Discipline in Which the Courses are Offered
Unfamiliar with YOUR Learning
Only has the Information You Provide In Your Portfolio
Needs a Context in Which Your Learning has Occurred
YOUR JOB IS TO CLEARLY EXPLAIN YOUR LEARNING!
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REMEMBER . . .
The Learning Autobiography is the ONLY narrative in your portfolio!
Be Sure to:
Proofread
Revise as Necessary
Spell Check
Grammar Check
Outside Review (if necessary)
Colleague
Friend
Kaplan’s Writing Center
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USING THE LEARNING AUTOBIOGRAPHY TOOL
After I have graded your Learning Autobiography, place it in the Electronic Portfolio Development and Assessment System (PDAS).
Click on Build My Portfolio
Click on Learning Autobiography
Copy Your Learning Autobiography from the original MS Word document and Paste the Text into the field provided.
You can use the formatting toolbar to format your text (e.g., bold or italics).
Click SAVE!
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LEARNING AUTOBIOGRAPHY IN
THE ELECTRONIC PDAS13
HELP USING THE ELECTRONIC PDAS?
Kaplan University Technical Support
By Phone: 866.522.7747
Chat: Live Tech Help link throughout KU Campus
By Email: [email protected]
Be sure to Obtain a Ticket Number when you Contact Technical Support
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QUESTIONS?15