Transcript Evolving the Loop - Macaulay Honors College

Evolving the Loop
How ePortfolios Drive a 21st Century
Learning College
March 3, 2017
New York Regional ePortfolio Conference
Guttman Community College, CUNY
From “Closing the Loop” to
“Evolving the Loop”
•
New General Education Core
Competencies and Abilities
•
New Program Curriculum Maps
•
New College-Wide Benchmark
Readings & Range-Finders
•
New Center for Teaching and Learning
Seminars
•
Shift in Periodic Program Reviews
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“Evolving the Loop”
• NEW
Competencies &
Abilities
• Global
• Integrative
• Inquiry and
Problem Solving
• Written, Oral,
Digital
•Middle States
Accreditation
•The Spiral of
Assessment
•Benchmark
Readings
•Assignments
•Charrettes
•CTL Semimars
•New Program
Curriculum maps
Student
Learning
Innovating
Pedagogy
The
Learning
College
Learning
Matters
Pathways
• CTL Seminars
• Periodic Program
Reviews
• Learning Matters
Mini-Grants
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General Education
Core Competencies
& Communication Abilities
 Inquiry & Problem Solving
 Integrated Learning
 Global Learning
 Written Communication
 Oral Communication
 Digital Communication
 Higher-order thinking processes.
 Helping our students develop their capacities as
life-long learners.
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ePortfolio at LaGuardia
•
Pedagogy: Virtual Space for Student
Self-Authorship, Reflection, &
Interaction
•
Platform: Mechanism for Collecting
Student Work
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Emerging Role of ePortfolio
• Core ePortfolio
• Student Facing Core
Competency Learning
• Digital Communication &
Integrative Learning in the eP
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Core ePortfolio
• Shared components of an
ePortfolio for all students
staged against three years
• Pointing students toward
growth over time
• Staged student support –
Advisement, Transfer, Career,
and Student Engagement
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Student-Facing Core
Competency Learning
•
Explicitly teaching the Core
Competencies/Abilities
•
Ensuring Core Competencies
are Student Facing
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eP as Digital Communication
• Creating metacognitive student
attention to forms of digital
communication.
• Ability and rubric developed by
interdisciplinary faculty and staff.
• Complementary but distinct
framework of multimedia and
interaction.
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Digital Communication:
eP & Assessment
eP Oriented
Rubric
• Shares essential
communication
dimensions with
oral and written
(content, purpose,
mechanics)
• Emphasis on
multimedia:
“diverse media
elements”
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‘Range Finder’: eP In Action
The ‘achievable 4’
• Curates content to
support general
‘thesis’ of the
portfolio
• Additional media
support ‘thesis’
without distraction
or confusion
• Purposeful
composition
• Consistent,
balanced design
eP artifact
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‘Range Finder’: eP In Action
The baseline ‘1’
• Minimal ‘digital
capacity’
demonstrated
• Inconsistent
purpose or
‘thesis’
• Some media
present, but
annotations fail
to add depth
eP artifact
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eP In Action: ‘Interaction’
• Enabled by “conversation”
feature
• Minimum for assessment: A-B-A
or A-B-C communication chain
(two students engaged in
dialogue; more than two students
engaged)
• Main idea, purpose, claim
necessary for development, with
evidence present
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Issues in eP Assessment
Multimedia
artifacts
• Developing digital
capacities to scale
• Integrating digital
capacities into
program pedagogy
and assignments
• Assessing the
‘whole’ portfolio
• Design elements
must ‘advance
content’
Beyond
the rubric
• Media and design
should be
‘complementary’
• Design elements
should be ‘sustained’
• Interaction requires
purpose and
audience
• Attribution of material
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Integrative Learning
•
•
Creating a space for integration in the eP
Helping students have a metacognitive
awareness of the power of integration
What’s one piece of work you’ve done in another class that you’re
proud of? Why are you proud of it?
How are you growing and changing as a learner?
What experiences (classroom, co-curricular or other) are helping
you grow?
Describe three classes you have taken that you think are
interrelated. (Make sure that at least one class is outside your
discipline.) How did each contribute to your growth, in terms of
your educational and career goals? How did the connection
between them support your growth?
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“Evolving the Loop”
Using ePortfolio
Occupational Therapy Assistant Program
• Curriculum map
• Designated courses in initial, middle and
final phases
• Connecting FYS to the Capstone
• Evidence in the ePortfolio
• Looking forward while connecting to
previous work
• Longitudinal growth through reflection
• Evidence in the ePortfolio
• Core Competencies
Integrative Learning
Global Learning
• Abilities
Digital Communication
• Evaluation of Student work
• Evidence in the ePortfolio
•Benchmark Readings
• Connection to LAGCC mission
• Connection to ACOTE Standards
• Connection to OTA Program
outcomes
Student
Learning
Innovating
Pedagogy
The
Learning
College
Learning
Matters
Pathways
• Professional Development
• Course assignments –
alignment with the Core
Competencies and Abilities
• Learning Matters II eP MiniGrant
• Evidence in the ePortfolio
•Student work
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“Evolving the Loop”
ePortfolio for Student Engagement
Occupational Therapy Assistant Program
• Meaningful to the student, faculty &
college
• Visible & intentional space
• Creating a pedagogy to support student
reflection and connection to learning &
development
• Longitudinal ability to examine the role of
self-authorship & reflection in the
development of professional identity &
leadership
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Integrative Learning
Setting the Stage for Longitudinal Reflection
The Interactive eMap of Life
Chapter One: The Journey to LAGCC & the
OTA Program
• Building on the About Me
• Connecting to life experiences as a vehicle to
achieving a goal
• Identifying professional goals
• Connecting to habits of mind identified in FYS
that support developing professional identity
• Digital Communication
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Integrative Learning
Setting the Stage for Longitudinal Reflection
The Interactive eMap of Life
Chapter Two: My Personal SWOT & OTA
Journey Statement
• Deepening the concept of About Me
• Connecting personal strengths & weakness,
external opportunities/supports & threats to
professional identity
• Using self-assessment to construct a Journey
Statement
• Digital Communication
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Global Learning & Integrative Learning
Embedding/Layering Core Competency Work
The Interactive eMap of Life
Chapter Three: Occupational Therapy Practice
in Other Countries – Global Perspective
• Considering the relationship of self to the global
community and the responsibility of global
citizenship
• Reflection utilized for consideration of cultural
diversity, cultural competence, ethical
challenges due to disparity in health care and
the relationship to student as an agent for
change
• Digital Communication
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Student Transformation
Impact on Learning
Internalization of Core Competencies
Student Driven Outcomes
• Scaffolded ePortfolio assignments over the
course of the semester creates continuous
opportunities for making connections between
academic, experiential, learning and self-reflective
contexts in a single platform
• Rich self-reflection in ePortfolio supports evolution
of professional identity & leadership
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Questions?
Comments & Feedback
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Contact Information
Justin Rogers-Cooper, Ph.D.
English Faculty, Co-Director of Assessment & Instructional Learning
[email protected]
Niesha Ziehmke, Ph.D.
Executive Associate for Academic Affairs
[email protected]
Regina Lehman, MS, OTR/L
OTA Program Director & Faculty, Co-Director of Assessment &
Instructional Learning
[email protected]
Cristina DiMeo, MSW
Project Coordinator for Major Grants, Academic Affairs
[email protected]
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