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The Japanese Program’s Student Learning Outcome ePortfolio Project

The Japanese Program’s Student Learning Outcome ePortfolio Project. By Hiroko Harada and Michihiro Ama April 13, 2012. Visions and Goals. R e -establish objectives and outcomes of the current four-year curricula in the Japanese program

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The Japanese Program’s Student Learning Outcome ePortfolio Project

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  1. The Japanese Program’sStudent Learning Outcome ePortfolio Project By Hiroko Harada and Michihiro Ama April 13, 2012

  2. Visions and Goals • Re-establish objectives and outcomes of the current four-year curricula in the Japanese program • Consider Bloom's Taxonomy, ACTFL Standards, the Japan Foundation Standard, etc. • Create a new set of rubrics for student evaluation • Rethink the teaching methods and grading system • Encourage deeper faculty reflection • Promote course achievement, career development, and life-long language learning in the Japanese culture • Encourage Japanese major students to keep their artifacts from the first semester to the time of graduation • Encourage students to reflect upon their learning process and fulfillment of course outcomes • Encourage students to relate their learning experiences to real-life situations, navigating the technology of the 21st Century, and showcasing their achievements to all interested.

  3. Implementation • Taking a formative approach • Based on the ACTFL Standards, goals of each course are set as follows: Courses Productive Perceptive Proficiency Proficiency (Speaking) (Reading) JPN101 Novice Low Novice Mid to High JPN102 Novice Mid Novice High JPN201 Novice High Intermediate Mid JPN202 Intermediate Low Intermediate High JPN301 Intermediate Intermediate High JPN302Intermediate Mid Intermediate High to Advanced JPN350 Intermediate Mid Intermediate High to Advanced JPN394 Intermediate High Advanced JPN494 Advanced Low Advanced Plus

  4. Findings I 1) Formative ePortfolio as a tool to enhance pedagogy • Effective for students and instructors to record students’ learning process • Effective to incorporate thematic units into course instruction • Encourage students to become aware of the course outcomes and make “can-do” statements • Give students opportunities to reflect on their learning, make better connections to their next assignments, and engage in critical thinking

  5. Findings II 2) Technology Support • Need for the university’s technological support • Difficult to access Mahara in the classroom without smart technology 3) Preparation • Need for scaffolding, how to keep a good balance between appearance and substance • Need to create rubrics for assessing students’ proficiency level 4) Responses from Students • Find Mahara enjoyable and useful for collecting artifacts • Need more time to learn technology and spend less time on Mahara

  6. Reflections & Future Objectives For the entire evaluation of the program’s outcome • Need to make a list of course offerings and instructors, number of majors, post-graduation success, study abroad program, and available resources in the Japanese program in responding to the collections of students’ artifacts • Need to make students understand a more practical aspect of ePortfolio, such as showcasing their work for future employers in addition to their transcripts • Need more training for instructors • Technological support, available on-line resources, and scaffolding

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