unlocking eportfolio practice...2012 percent frequency 2013 percent frequency evaluation of...
TRANSCRIPT
Unlocking ePortfolio Practice
Jean Henscheid University of Idaho
Gary Brown
AAC&U and AAEEBL
Helen Chen Stanford
Aifang Gordon Portland State
“Self-efficacy is the greatest predictor of student success in learning. Self-efficacy is our belief that a task is achievable by us, and that the environment in which we are working will allow us to achieve that task. It’s that ticking heart that measures out the motivation in us.”
—Albert Bandura
2013 AAEEBL Survey
162 Responses—2013
Platform Technologies
2013
Focus of ePortfolio Initiative
2011
Focus of ePortfolio Initiative
2012
Focus of ePortfolio Initiative
2013
Integrative? Collaborative assignments & assessment? Faculty collaboration?
Who Owns the ePortfolio? (new in 2013)
Evaluation
2012
Percent
Frequency
2013
Percent
Frequency
Evaluation of students’ ePortfolios is
done almost exclusively by the
instructor (or the instructor’s
designated assistant.
38.9%
75
46.3%
68
Evaluation of students’ ePortfolio is
done by faculty and members of the
academic program.
35.2%
68
41.5%
61
Evaluation of students’ ePortfolios is
done by cross-disciplinary teams both
inside and outside of the institution.
14.0%
27
5.44%
8
Evaluation of students’ ePortfolios is
frequently done by teams of faculty
and stakeholders, including student
peers.
11.9%
23
6.8%
10
Total: 193 147
Assign Task Help Define
Share
Beyond Class Test & Submit
Study & Perform
Study, Collaborate,
Discover,
Generate
Cooperate
Test & Submit
Study, Interact,
& Perform
Learning-Centered Learner-Centered Teacher-Centered
http://www.educatorstechnology.com/2013/06/education-20-vs-education-30-awesome.html
Learning-Centered Learner-Centered Teacher-Centered
0
5
10
15
20
25
18
9 7
12.5 14.5
11
5
23
2009 Institutional Teaching Beliefs Distribution by Percentage
N = 100
Learning-Centered Learner-Centered Teacher-Centered
0
10
20
30
40
50
60
Teacher-Centered
Learner-Centered
Learning-Centered
Low in All High in All Teacher &Learner
Teacher &Learning
Learner &Learning
Series1 1 0 1 0 39 9 0 52
Axi
s Ti
tle
Chart Title
AAEEBL 2013 Teaching Beliefs Distribution by Frequency N=102
e-Portfolio Practitioners?
Teaching Beliefs % Distribution by Question 2012-2013
0
5
10
15
20
25
30
35
40
45
Teacher-Centered Learner-Centered Learning Centered
Dis
trib
uti
on
by
Pe
rce
nta
ge
Teacher-Centered Learner-Centered Learning Centered
2012 24 42 35
2013 20 42 38
Change? 2012-2013
Teacher Centered
Learner &
Learning
High in All
2012 15% 44% 40%
2013 8% 51% 38%
Change - 7% + 7% - 2%
Teacher, Learner, and Learning-centered beliefs are usefully distinct constructs.
ePortfolio platforms significantly associate with faculty’s teaching beliefs.
AAEEBL Survey Findings.....
Depends upon your institutional size, what and how you assess, the platform you use, and your teaching beliefs....
What is the Purpose of ePortfolios?
2013 AAEEBL Survey Significant Findings
Institutions with 10,000-20,000 enrollments valued Showcasing Students’ work more than larger and smaller institutions.
2013 AAEEBL Survey Significant Findings ePortfolios Coming of Age
ePortfolios adopted at individual courses valued assessment of individual student work within a course more important than institution wide
2013 AAEEBL Survey Significant Findings
ePortfolios adopted at program and/or department level within academic affairs valued assessment of learning outcomes for program review, accreditation or certification as more important than individual course levels.
2013 AAEEBL Survey Significant Findings
Evaluation done by teams of faculty, students, and stakeholders is more likely to be a practice done by faculty with Learning-Centered beliefs than by faculty who evaluate students in their courses and in academic programs. Student ePortfolios assessed by cross-disciplinary teams are more likely guided by faculty who value tracking student development for educational planning.
Learning beyond a single course and over time, how one’s own course contributes to a student’s learning experience and in the larger community... Intentionality that implicitly recognizes that an education is more than a collection of courses.
Who is most likely to engage in this community practice?
2013 AAEEBL Survey Significant Findings
Can we nurture and promote learning-centered beliefs and practices?
Imagine Teaching Learning-Centeredness...
With the oversight of a good teacher, ideas are generated and synthesized that lift the class and the teacher with it to a place that they couldn't have arrived at alone.
http://chronicle.com/article/What-Ive-Learned-in-the/140471/?cid=at&utm_source=at&utm_medium=en
A group of seemingly lackluster undergraduates...can generate insights as original and powerful as those in a Ph.D. seminar.
http://chronicle.com/article/What-Ive-Learned-in-the/140471/?cid=at&utm_source=at&utm_medium=en
Teaching... is an impossible profession. It is an endeavor as difficult to navigate as life itself—as frustrating and as wondrous.
—Paula Marantz Cohen
http://chronicle.com/article/What-Ive-Learned-in-the/140471/?cid=at&utm_source=at&utm_medium=en
Action Research Two Inland Northwest Graduate Courses
0
2
4
6
8
10
12
14
16
18
Teacher-Centered Learner-Centered Learning-Centered Low in All High in All Teacher & Learner Teacher &
Learning
Learner &
Learning
Series1 0 0 0 0 18 7 0 5
Nu
mb
er o
f R
esp
on
den
ts
Teaching Belief Categories by Individual
Course Design
Teacher-Centered When you turned in assignments the most important thing was not that it was written without error, which was important, but the content mattered and showed that I knew the information.
Learner-Centered
She always got down on my level to listen and talk to me, and I believed she thought what I had to say was the most important thing ever to her.
Learning-Centered She is one of the very few teachers at the University that truly believed each student had valuable experiences that could help us in our field working with families.
Sample Coding
What Students Said....
Few students recounted instances where “good” teachers had promoted agency among learners to join in determining how academic work would be represented and in determining what should be learned.
“Instead of taking us outside, he proceeded to walk students through the regulations of bow hunting. The issue arose when we learned that the instructor had no intention of allowing his students to shoot their own bows.”
“At the end of the course the instructor administered a written test and then, if the student passed, issued them the archery validation card required to be able to archery hunt in Idaho.”
—Idaho Bow Hunting Field Day
Rare were those instances when students said they had collaborated to generate new knowledge, employed vigorous peer review, networked with others in and out-of-class to inform their learning process or were encouraged to create or embody their own learning.
Students were not blind to the fact that they had missed out on learning-centered experiences.
Some wondered if it were even possible in formal learning environments.
Others had just never seen it.
“I would get lost without teachers’ guidance. I am so used to meeting teachers’ expectations. It will take time for me to learn to make my own learning plan – even to find my own needs and interests. At the same time, I do admire and agree with the importance of learning-centered approaches and would love to be able to explore and contribute my own perspectives.”
