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Integrative Learning Portfolios: Best Practices Across Undergraduate and Graduate Programs

This article explores the best practices in implementing integrative learning portfolios across undergraduate and graduate programs. It discusses the background, history, and pedagogical influence of e-portfolios, as well as the integration of Pebblepad as a tool. The article also highlights the use of workbooks, individual pages, and a learning journey blog as artifacts and reflections in the portfolio. Furthermore, it examines student responses and the role of individual pages and blogging in engaging students in their academic identity-building process. Finally, the article emphasizes the importance of integrating portfolios at different levels of education and leveraging them for digital citizenship and global engagement.

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Integrative Learning Portfolios: Best Practices Across Undergraduate and Graduate Programs

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  1. Integrative learning portfolios across the curriculum and across levels: Best practices in undergraduate and graduate programs Sonja Taylor, Senior Inquiry Coordinator Dr. Candyce Reynolds, Educational Leadership and Policy Portland State University

  2. Background & History • E-portfolio adopted for freshman year experience • Tested at sophomore level • Added to Senior Inquiry requirements • Pebblepad chosen as e-portfolio tool • Pedagogical influence • Work in online classes • Partnership with UX designers • Deeper understanding of Pebblepad • Integration of learning tool

  3. Lesson plans to gather artifacts • Workbooks • Individual pages • Learning journey blog

  4. Workbooks • Developed in collaboration with UX designer • UDL principles • Exploring and integrating academic identity • Implemented in Senior Inquiry

  5. Senior Inquiry student response “What did you like about building these workbooks?”

  6. “They allowed me to give a self-reflection on myself as a student and as a person in my community. It helps me think I what I want to be as an upcoming Portland State University student. I feel as if I didn't take this class and do these workbooks, I would be a deer in headlights heading into college next year.”

  7. “Being able to reflect on my life and my world. It is good to have assignments like these to recall what we cover in class and how I personally take these things in - building character and identity.”

  8. “It's good to see what you've accomplished and how you have changed over a period of time. The pictures are good to capture an experience.”

  9. We asked Senior Inquiry students: “Part of the purpose of this project was to guide you in building an academic identity. What pieces helped with that?”

  10. “I think exploring self-identitysort of, in a way, facilitates building an academic identity. The personal, direct questions that asked about me as a person, student, etc have helped guide me to start building my academic identity.”

  11. “Taking note to document my academic experience through photos and reflection was a way to deepen understanding of tasks and materials. I liked getting to display who I am as a student through design.”

  12. Sophomore Inquiry response “I like how it made you think about everything. From our definition of family to our experience at Portland State, it helped discuss everything, rather than become redundant with one topic. I enjoyed that.”

  13. “It was a creative way to learn and express ourselves.”

  14. “The freedom that came with it. I didn't feel as though there was a right or wrong answer.”

  15. Part of the purpose of this project was to guide you in building an academic identity. What pieces helped with that?

  16. “Writing about ourselves and our experiences helped reflect on our identities, and build them. You had to think before writing these responses, all of them. We thought about our school career, our family, our racial upbringing, our tolerance towards others. These are all part of our identity.”

  17. “The guided questions really helped me with my academic identity. They gave me a different way to think about these topics and apply it to my own life. It was helpful when we got to reflect on our own lives and on the past of growing up and how that affects us today.”

  18. “Definitely the introspection that the workbooks offered, it made me think about what I want to do with my life, and how I want to be perceived.”

  19. Individual Pages & Blog • Integration of Pebblepad sooner in the year • E-portfolio is the pause/output button • Platform provides engagement piece for learning • Individual pages with multi-media components • Small group workspaces to interact with peers • Blogging as a meaningful assignment • Page generation a bonus!

  20. Individual Page Creation

  21. Learning Journey Blog

  22. Putting it together across levels • Personal learning journey blog • Workbooks transitioning into higher education • Eportfoliocuration of learning journey • De-centering power in the classroom • Digital citizenship and engagement for a global society

  23. Thank You!

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