Eportfolio

Can We Promote Experimentation and Innovation in Learning as well as Accountability? Interview with Terrel Rhodes

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Faculty often fear that “assessment” will have a reductive effect, either by reducing the rich complexity of teaching and learning to simplistic metrics, or by limiting what’s being measured. Student learning in new media environments seems particularly difficult to reconcile with traditional assessment tools.

In this interview, Terrel Rhodes, director of the VALUE project, describes the process of creating metarubrics that provide flexible criteria for making valid judgments about student work, resulting in frameworks tailored to local contexts but calibrated to “Essential Learning Outcomes.”

Capturing the Visible Evidence of Invisible Learning

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This is a portrait of the new shape of learning with digital media, drawn around three core concepts: adaptive expertise, embodied learning, and socially situated pedagogies. These findings emerge from the classroom case studies of the Visible Knowledge Project, a six-year project engaging almost 70 faculty from 21 different institutions across higher education. Examining the scholarly work of VKP faculty across practices and technologies, it highlights key conceptual findings and their implications for pedagogical design.  Where any single classroom case study yields a snapshot of practice and insight, collectively these studies present a framework that bridges from Web 1.0 to Web 2.0 technologies, building on many dimensions of learning that have previously been undervalued if not invisible in higher education.

Capturing the Visible Evidence of Invisible Learning (Part II)

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What endures about the work from the Visible Knowledge Project are the insights about teaching and learning that bridge from Web 1.0 technologies to Web 2.0. These insights emerged from the work in VKP by looking across practices and beyond specific technologies and sometimes the technology itself. These insights include findings that are conceptual and bear on pedagogical designs. Where any one of the classroom case studies yields a snapshot of practice and insight, collectively these studies present a picture of new learning, building on many dimensions of learning that have previously been invisible or undervalued in higher education.  (Part II of III)

Capturing the Visible Evidence of Invisible Learning (Part III)

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What endures about the work from the Visible Knowledge Project (VKP) are the insights about teaching and learning that bridge from Web 1.0 technologies to Web 2.0. These insights emerged from the work in VKP by looking across practices and beyond specific technologies and sometimes the technology itself. These insights include findings that are conceptual and bear on pedagogical designs. Where any single classroom case study yields a snapshot of practice and insight, collectively these studies present a picture of new learning, building on many dimensions of learning that have previously been invisible or undervalued in higher education. (Part III of III)

Making Common Cause: Electronic Portfolios, Learning, and the Power of Community

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What impact are electronic portfolios having in higher education? In Electronic Portfolio 2.0: Emergent Research on Implementation and Impact, contributors from diverse institutions of higher education in sites across two continents share their research on electronic portfolios. In an excerpt from the conclusion to that volume, Kathleen Blake Yancey, Barbara Cambridge, and Darren Cambridge consider how electronic portfolios provide a vehicle for a transition into the future of higher education.

"The Future of ePortfolio" Roundtable

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Over the past ten years, hundreds of colleges and universities around the world have begun utilizing electronic student portfolios to advance learning, teaching, and assessment. Theory and practice in the field are changing rapidly, even as new technologies emerge and the landscape of higher education shifts. In 2008, six hundred educators from seventy universities came to LaGuardia Community College for an international conference entitled “Making Connections: ePortfolios, Integrative Learning and Assessment.” In one key session, national experts such as Trent Batson and Helen Barret joined LaGuardia faculty leaders for a roundtable on "The Future of ePortfolio," exploring the challenges and opportunities offered by a new era.

“It Helped Me See a New Me”: ePortfolio, Learning and Change at LaGuardia Community College

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What happens if we shift the focus of our teaching and learning innovations from a single classroom to an entire institution? What new kinds of questions and possibilities emerge? Can an entire college break boundaries, moving from a focus on “what teachers teach” to a focus on “what students learn?” Can we think differently about student learning if we create structures that enable thousands of students to use new media tools to examine their learning across courses, disciplines, and semesters? Bret Eynon explores these questions as he analyzes the college-wide ePortfolio initiative at LaGuardia Community College. Studying individual portfolios and focus group interviews, he also examines quantitative outcomes data on engagement and retention to better consider ePortfolio’s impact on student learning.

Looking at Learning, Looking Together

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With the support of the Visible Knowledge Project and the Center for New Designs in Learning and Scholarship at Georgetown University, two faculty from the Borough of Manhattan Community College (CUNY) have developed a website which documents student learning, as well as collaborative scholarship of teaching and learning--using the web as a medium to publish the process as well as the conclusions of their research into student-created digital storytelling projects.
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