ePortfolio, Integrative Learning and Social Change

Goals:• Present research basic principles of

integrative learning• Describe how these connect to & facilitate

social-change goals• Discuss the implications of these for

ePortfolios (SAKAI/OSP) in higher education

Useful TermsIntegrative Portfolio-based learning a “deep”

learning process that supports students in reflection, identifying evidence of their learning, connecting their values and goals to formal and informal learning experiences, applying knowledge & skills across different contexts, and demonstrating their capacities to others

Professional Portfolios: A compendium of “artifacts” that showcase a person’s knowledge, skills, & capacities to others;

Background & Context

A Graduate program undergoing a curriculum change at the University of Michigan

• Intensive focus on social-justice goals• Transforms 25% of required courses and field

internship experiences• Create leaders and change agents who are

capable of transforming institutions and society

Research Questions

• What types of consciousness do people need in order to create positive social change?

• How is this consciousness different for people from various backgrounds and social identities?

• What types of norms, processes, and curricula within higher education can facilitate this consciousness in students?

• What types of socially-just practices do students’ engage in as a result of this consciousness

Critical Consciousness, Structuration & Social Change

Methods

Qualitative (n =134), triangulating multiple forms of data collection and analyses

• 2002 : initial social-justice courses

19 focus groups w/111 students • 2003-2004: Designed & implemented curricular

“intervention” - followed 23 students closely (pre/post interviews & self-reflection papers) through intervention & beyond

• 2004-2006: Continued to implement, evaluate, & modify intervention & follow students’ learning

Findings:Mental Models for Social Change

Students:• Understand the socio-historical roots of peoples’

perceptions, assumptions, and identities• Recognize oneself as a change agent &

understand sources of power• Engage in critical-systems-based thinking• Develop cultural humility; able to dialogue with

conflict, tension, and disequilibrium

Findings: Socially-just Practices

As students shifted from “helping people” to “changing society”, they:

• Assessed problems and envisioned social change;• Articulated their vision to others;• Worked collaboratively and strategically to create

change

Findings:From Consciousness to Action

STUDENTS:

• Built an IT infrastructure for a state agency; saved the state millions of

• Started several of their own non-profit organizations; • formulate and implement institutional policies that

create greater access and/or better service for underserved populations.

• Gained positions in federal government in order to subvert Bush administrations efforts to undo essential social and Child welfare policies and programs

Integrative Portfolio-Based learning

1. Surfaced, articulated, and documented hopes, dreams, aspirations, and underlying values

2. Connected formal learning with tacit knowledge

3. Identified and integrated different forms of knowledge

4. Imagined & documented alternatives to organizational problems & socially-unjust structures

5. Recognize sources of Conflict at all levels

6. Identified, Practiced, and enhanced social-change-kills

Professional & Leadership Development ePortfolios

Goals of OSP Pilot• Provide an integrative space for students to reflect on &

demonstrate their life-long and life-wide learning• Prepare students with the knowledge and capacities for

social justice and social change-related professional practices

• Provide Mechanism for identifying and demonstrating tacit knowledge & transformative capacities

• Provide evidence of learning for SSW Accreditation

Students identify: Social ImportanceGoals AchievedLessons LearnedSkills Gained

Artifacts of Professional & Leadership Knowledge

America Reads

Social Importance of project: Nationwide, a staggering 40 percent of America's fourth graders cannot read as well as they should. This lack of literacy has long-term consequences for individuals and society.

Students identify: Social ImportanceGoals AchievedLessons LearnedSkills Gained

Gandhi’s words have inspired and

guided my professional work

Be the change you want to see in the world.

Personal Philosophy Statement

My Professional Life will be dedicated to

Prevention: It is extremely critical to invest in work that prevents later social ills, such as early childhood education and pre-natal care. I hope to identify and work with organizations that are invested in preventive work and methodologies.

Research-based practice: It is vital that we operate programs with documented evidence of improvement; I want to ensure all organizations have the skills and knowledge to evaluate their programs and formulate measurable outcomes

Strengths-Based Practice: I believe it is necessary to build on the strengths of individuals, organizations and communities. I am committed to focusing on assets instead of the deficits to achieve positive macro change.

OSP & Social Change Practices

• Calibrate Students expectations for leadership, ethical practice, and social change

• Create a facilitative space for integrating meaning, identity with knowledge & skills.

• Build work-flows, assignments, templates, etc.. that help students to surface and utilize all forms of learning and connect these to social challenges

• Demonstrate success; showcase projects that have created significant change

• Present narratives of possibility &transformation• Support Dialogue & feedback from others

Deep Learning, Critical Consciousness & Social Change

Integrate learning

Demonstrate Knowledge & Skills

Feedback & Dialogue with others

Demonstrating the Michigan Difference

The Uof M ePortfolio Pilot Study

Purposes

• Understand the value & role of integrative learning and ePortfolio tools for students, faculty, & administrators in various units

• Transform the University using learning organization principles and methods

Pilot Goals

• Examine the needs & goals of individual users re: portfolio learning & ePortfolio tools within their specific roles & units;

• Document a diversity of uses & approaches to implementation in various disciplines & units

• Provide insights re: readiness of the institutional culture as well as the types of digital platforms & resources necessary for adopting such a tool in specific units & campus wide

Examples of Uof M pilot sites

School of Social Work Pilot Goals: (60-90)• Connect students’ research & field-based learning • Demonstrate the social impact of the MSW program• Document students’ learning for accreditation Hospital Pilot Goals: (170)• Facilitate integrative learning in Resident Education• Implement curriculum change re: Adverse Events• Decrease medical errors; increase patient safety

Housing (Peer advising Program) – Facilitate retention for underrepresented minorities (10-15)

Ginsburg Center for Service Learning – Integrate course and community-based learning (15-20)

Global Intercultural Experience for Undergraduates (GIEU) – Build on and document existing integrative learning experiences, creating a digital archive (20-30)

Additional Pilot Sites

Additional Pilot SitesHuman Resources – Knowledge Transfer (10-15)

Medical School – Reflection & assessment (15-20)

School of Information – Knowledge production (?)

LSA Advising – Inform guidance process (?)

Intergroup Relations – Facilitate integrative learning; demonstrate value of the program (20-30)

Undergraduate Research Opportunities Program – Demonstrate Intellectual gains of research (15-50)

ePortfolio & U of M Context

• Connected to Mission of the University• Innovative uses of OSP• Variety of pilot sites and purposed• Integrating teaching, research, and

social-change goals

Questions?

Your Next Steps

What ideas, questions, insights, intentions have surfaced for you?

What would you like to know more about?

Are there any types of specific actions that you can take to

What type of support, guidance, resources do you need to carry-out your actions