A learning portfolios approach to academic development · 0" reflective blog (Blogger) Student...
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0 reflective blog (Blogger) Student learning Learning technologies Designing the Curriculum Facilitation & Presentation Assessment for learning Standards- based Assessment Student Evaluation & Feedback Reflective practice (Brookfield) Communities of practice (Wenger) Integrative learning (Huber & Hutchings) FULT eportfolio Submit: • Exemplary posts • Reflection on eportfolio experience Contact: Belinda Allen, Learning and Teaching Unit, UNSW [email protected] h?p://research.unsw.edu.au/people/msbelindaallen h?p://belindaallen.wordpress.com eportfolio in FULT Par%cipants in the blended FoundaEons of University Learning and Teaching (FULT) program are guided to set up a ‘Blogger’ blog, or are able to use another pla9orm of their choice. Over the monthlong program they are encouraged to make several posts to their blog, and to share with other par%cipants in their ‘learning group’. The program topics on which they are asked to reflect on their experience and learning include: • Student learning • Learning technologies • Designing the Curriculum • Facilita%on & Presenta%on • Assessment for learning • Standards Based Assessment • Student Evalua%on & Feedback Finally they are asked to select and submit two exemplary posts, and to reflect on the experience of using an epor9olio. This epor9olio ac%vity is being forma%vely evaluated with the inten%on of extending epor9olio ac%vi%es into the Graduate Cer%ficate of University Learning and Teaching (GCULT). A learning portfolios approach to academic development Belinda Allen, Learning and Teaching Unit, UNSW Brew, A. and Boud, D. (1996) Preparing for new academic roles: An holis%c approach to development, Interna’onal Journal for Academic Development, 1:2, 1725. Brookfield, S. (1995). Becoming a cri’cally reflec’ve teacher. (pp. 296). JosseyBass Brown, J.O. (2002) Know Thyself: The Impact of Por9olio Development on Adult Learning. Adult Educa’on Quarterly 2002 52: 228. Huber, M.T. and Hutchings, P. (2004). Integra’ve Learning: Mapping the Terrain (online). Stanford CA: Associa%on of American Colleges and Universi%es and the Carnegie Founda%on for the Advancement of Teaching. Available from: hap://www.carnegiefounda%on.org/dynamic/publica%ons/mappingterrain.pdf Klenowski, V., Askew, S. and Carnell, E. (2006) Por9olios for learning, assessment and professional development in higher educa%on. Assessment & Evalua’on in Higher Educa’on. Vol. 31, No. 3, June 2006, pp. 267–286. Wenger, E. (1998). Communi’es of prac’ce: Learning, meaning, and iden’ty. Cambridge: Cambridge University Press. EPORTFOLIO • Documents and artefacts selected for presentation • Links between relevant resources, discussions, groups and projects. • Customised selections for different audiences Communications eg • Blogs • Discussions • Presenting seminars • Audio/video recordings Formal learning eg • Professional development programs - outputs • Formal peer reviews (publishing) PEER REVIEW OF TEACHING Portfolio of evidence for assessment (study) Shared views for friends and colleagues (social) Creative products • Ideas, proposals • Presentations, exhibitions • Published work RESEARCH PRACTICE Online career portfolio (employment) INTERNET COMMUNITY PERSONAL WORK Informal learning eg • Seminars/workshops outputs • Informal peer reviews • Reflections TEACHING PRACTICE SOURCES EVIDENCE PURPOSES (context) Project management (professional) eportfolios in academic development The use of por9olios for learning and for professional prac%ce in crea%ve disciplines is well established, and there is growing momentum for use of epor9olios to integrate learning across disciplines in a range of educa%onal contexts, including development of graduate capabili%es in higher educa%on. But teachers who are not crea%ve prac%%oners may find it difficult to conceptualise the use of por9olios in learning. At the same %me, academics in higher educa%on face increasing accountability in rela%on to teaching ac%vi%es, and teaching performance is now an important factor in academic promo%on. This has led to a burgeoning of professional development ac%vi%es and programs for teachers. The use of a learning por9olio approach to integrate teachers’ own development of professional capabili%es can help them to integrate their learning, develop reflec%ve prac%ce (Brown, 2002) and provides a model for managing por9oliooriented learning with their own students (Klenowski, Askew & Carnell, 2006). eportfolios at UNSW At UNSW, epor9olios are being introduced into academic development programs, ini%ally through the use of a reflec%ve journal in blog format. The inten%on is to both provide an integrated learning experience for program par%cipants, to familiarise them with epor9olio prac%ce, and to provide a model that they may be able to use in their own teaching context. The pedagogical approaches underpinning the program design include reflec%ve prac%ce (Brookfield, 1995), communi%es of prac%ce (Wenger, 1998) and integra%ve learning (Huber & Hutchings, 2004) – all of which can be supported by the use of epor9olios for learning (Brown, 2002; Brew & Boud, 2006). Addi%onally, for accredited programs, epor9olios provide a learneroriented medium for ongoing assessment.
Transcript of A learning portfolios approach to academic development · 0" reflective blog (Blogger) Student...
0"reflective
blog (Blogger)
Student learning
Learning technologies
Designing the Curriculum
Facilitation & Presentation
Assessment for learning
Standards-based
Assessment
Student Evaluation &
Feedback
Reflective practice (Brookfield)
Communities of practice (Wenger)
Integrative learning (Huber & Hutchings)
FULT
eportfolio
Submit: • Exemplary
posts
• Reflection on eportfolio experience
Contact: Belinda Allen, Learning and Teaching Unit, UNSW [email protected] h?p://research.unsw.edu.au/people/ms-‐belinda-‐allen h?p://belindaallen.wordpress.com
eportfolio in FULT Par%cipants in the blended FoundaEons of University Learning and Teaching (FULT) program are guided to set up a ‘Blogger’ blog, or are able to use another pla9orm of their choice. Over the month-‐long program they are encouraged to make several posts to their blog, and to share with other par%cipants in their ‘learning group’. The program topics on which they are asked to reflect on their experience and learning include:
• Student learning • Learning technologies • Designing the Curriculum • Facilita%on & Presenta%on • Assessment for learning • Standards Based Assessment • Student Evalua%on & Feedback
Finally they are asked to select and submit two exemplary posts, and to reflect on the experience of using an epor9olio.
This epor9olio ac%vity is being forma%vely evaluated with the inten%on of extending epor9olio ac%vi%es into the Graduate Cer%ficate of University Learning and Teaching (GCULT).
A learning portfolios approach to academic development Belinda Allen, Learning and Teaching Unit, UNSW
Brew, A. and Boud, D. (1996) Preparing for new academic roles: An holis%c approach to development, Interna'onal Journal for Academic Development, 1:2, 17-‐25. Brookfield, S. (1995). Becoming a cri'cally reflec've teacher. (pp. 296). Jossey-‐Bass Brown, J.O. (2002) Know Thyself: The Impact of Por9olio Development on Adult Learning. Adult Educa'on Quarterly 2002 52: 228. Huber, M.T. and Hutchings, P. (2004). Integra've Learning: Mapping the Terrain (online). Stanford CA: Associa%on of American Colleges and Universi%es and the
Carnegie Founda%on for the Advancement of Teaching. Available from: hap://www.carnegiefounda%on.org/dynamic/publica%ons/mapping-‐terrain.pdf Klenowski, V., Askew, S. and Carnell, E. (2006) Por9olios for learning, assessment and professional development in higher educa%on. Assessment & Evalua'on in
Higher Educa'on. Vol. 31, No. 3, June 2006, pp. 267–286. Wenger, E. (1998). Communi'es of prac'ce: Learning, meaning, and iden'ty. Cambridge: Cambridge University Press.
EPORTFOLIO
• Documents and artefacts selected for presentation
• Links between relevant resources,
discussions, groups and projects.
• Customised selections for different audiences
Communications eg • Blogs • Discussions • Presenting seminars • Audio/video recordings
Formal learning eg • Professional development
programs - outputs • Formal peer reviews
(publishing)
PEER REVIEW OF TEACHING
Portfolio of evidence for assessment
(study)
Shared views for friends and colleagues
(social)
Creative products • Ideas, proposals • Presentations, exhibitions • Published work
RESEARCH PRACTICE
Online career portfolio
(employment)
INTERNET COMMUNITY
PERSONAL WORK
Informal learning eg • Seminars/workshops outputs • Informal peer reviews • Reflections
TEACHING PRACTICE
SOURCES
EVIDENCE
PURPOSES
(context)
Project management (professional)
eportfolios in academic development The use of por9olios for learning and for professional prac%ce in crea%ve disciplines is well-‐established, and there is growing momentum for use of epor9olios to integrate learning across disciplines in a range of educa%onal contexts, including development of graduate capabili%es in higher educa%on. But teachers who are not crea%ve prac%%oners may find it difficult to conceptualise the use of por9olios in learning. At the same %me, academics in higher educa%on face increasing accountability in rela%on to teaching ac%vi%es, and teaching performance is now an important factor in academic promo%on. This has led to a burgeoning of professional development ac%vi%es and programs for teachers. The use of a learning por9olio approach to integrate teachers’ own development of professional capabili%es can help them to integrate their learning, develop reflec%ve prac%ce (Brown, 2002) and provides a model for managing por9olio-‐oriented learning with their own students (Klenowski, Askew & Carnell, 2006).
eportfolios at UNSW At UNSW, epor9olios are being introduced into academic development programs, ini%ally through the use of a reflec%ve journal in blog format.
The inten%on is to both provide an integrated learning experience for program par%cipants, to familiarise them with epor9olio prac%ce, and to provide a model that they may be able to use in their own teaching context.
The pedagogical approaches underpinning the program design include reflec%ve prac%ce (Brookfield, 1995), communi%es of prac%ce (Wenger, 1998) and integra%ve learning (Huber & Hutchings, 2004) – all of which can be supported by the use of epor9olios for learning (Brown, 2002; Brew & Boud, 2006).
Addi%onally, for accredited programs, e-‐por9olios provide a learner-‐oriented medium for ongoing assessment.
