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ePortfolios and Social Software. Margaret Price and Darren Cambridge. Recommendation: Reflect on assumptions about what “Net Gen” students can do or wish to do.

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eportfolios and social software

ePortfolios and Social Software

Margaret Price and Darren Cambridge

WPA Assessment Institute | Tempe, AZ

recommendation reflect on assumptions about what net gen students can do or wish to do
Recommendation: Reflect on assumptions about what “Net Gen” students can do or wish to do.

“The first time I came on [to Facebook], it seemed a benefit to Americans, just because it seemed like a way to connect to high school friends and stuff. But [being from Trinidad] I wasn’t a part of that culture, so I didn’t have anybody to connect to. So that’s why I came off. And then I came back on because if you walk into a computer lab, everybody’s checking their Facebook page. … So I was like what is all the fuss? So I went back on, and I did talk to friends or whatever. But I think these places, that whole idea of uniting is very superficial in terms of, if I really wanted to keep in touch with you, I would.”

—Colette Hosten

WPA Assessment Institute | Tempe, AZ

recommendation reflect on assumptions about what net gen students can do or wish to do3
Recommendation: Reflect on assumptions about what “Net Gen” students can do or wish to do.

“MySpace, I tried that, but the whole building the page thing was just too much work. … I felt like I didn’t know how, like the pages I’ve seen, it seems so technical. And I don’t know who these everyday people are who can do this, and for such superficial reasons, you know.”

—Colette Hosten

WPA Assessment Institute | Tempe, AZ

recommendation reflect on your own or others responses to names of social software
Recommendation: Reflect on your own or others’ responses to names of social software.

Veta: “As I think about their final eFolios, an issue for a couple of them [was that they] had a real kind of MySpace kind of feel to them.”

Margaret: “That was an issue for them, or …”

Veta: “For me in looking, in evaluating.”

Margaret: “What was the MySpaceness like?”

Veta: “That it seemed less contemplative and more, more cluttered. It seemed more about ‘me’ than about ‘my contemplative experience’ … pictures of me and my friends, and this kind of thing, and ‘All About Me’ and biography and stuff … in comparison to some of the others, where there’s a real sense of stillness and calm that was different than these.”

WPA Assessment Institute | Tempe, AZ

opportunities
Opportunities

Purposes Identified by Students (Social Software)

Purposes Identified by Faculty & Administration (Academic Projects)

  • Constant stream of communication.
  • Sharing with various audiences.
  • Ability to incorporate a sense of “self” into the composition.
  • Iterative process of feedback, reflection, and revision.
  • Increased rhetorical awareness of audience.
  • Sense of personal investment, engagement.

WPA Assessment Institute | Tempe, AZ

two faces of integrative learning

Two Faces of Integrative Learning

WPA Assessment Institute | Tempe, AZ

contexts
Contexts
  • Emergent findings of campuses involved in the Inter/National Coalition for Electronic Portfolio Research
  • Interest in Computers & Writing community in both electronic portfolios and social software: How do they connect, or not?
  • Informal learning discussion on the blogs
  • Integrative learning as a key theme in discourse of higher education reform

WPA Assessment Institute | Tempe, AZ

two faces
Two Faces
  • What kinds of selves do our digital portfolios models invite from students? (Yancey 2004)
  • Two dimensions of integrative learning parallel two types of selves

WPA Assessment Institute | Tempe, AZ

networked and symphonic selves
Networked and Symphonic Selves
  • Network Self
    • Creating intentional connections
  • Symphonic Self
    • Achieving integrity of the whole

WPA Assessment Institute | Tempe, AZ

distinctions
Distinctions
  • Symphonic most consonant to the tradition of portfolio pedagogy in the United States
  • Network most consonant to recent integrative learning discourse
  • Can’t be (and isn’t) either/or
  • Differ in values, activities, genre characteristics, technologies, and impacts

WPA Assessment Institute | Tempe, AZ

values
Play, emergence, entrepreneurialism, flexibility, agility

Analysis

Liberalism

Student engagement

Integrity, commitment, intellectual engagement, balance

Creativity

Humanism

Personal engagement

Values

WPA Assessment Institute | Tempe, AZ

activities
Folio thinking

Ease, speed, low cost integration

Embedded in day-to-day

Connection

Aggregation, association

Collection

Reflection-in-action, constructive reflection

Revision

Continual learning

Matrix thinking

Time, effort, high cost integration (author, context, and audience)

Stepping out of daily work

Articulation, reframing

Synthesis, symphony

Selections, projection

Reflection-in-presentation

Iteration

Moments of mastery, accomplishment, celebration

Activities

WPA Assessment Institute | Tempe, AZ

genre characteristics
Space

Openings

Relationships as end, heuristic, invention

Relationships between things

Atomized, aggregated

Collection, list, link, datum, snapshot

Text, composition

Boundaries

Relationships as organization

Relationships between relationships

Holistic, integral, systemic

Theory, story, interpretation, map

Genre Characteristics

WPA Assessment Institute | Tempe, AZ

technologies
Web 2.0 tools, social software, Identity 2.0 providers, PLEs and other aggregators, MyLifeBits. ELGG

Atom, RSS, FOAF, Flikr API, Open ID, etc.

ePortfolio systems

Concept mapping systems

IMS ePortfolio, Topic Maps, RDF

Technologies

WPA Assessment Institute | Tempe, AZ

impacts
Low yield – incremental and by accretion

Greater connectedness and intentionality

Learning in the network

High yield – occasional and intensive

Synthesis, coherence, feeling of integrity

Learning in the individual

Impacts

WPA Assessment Institute | Tempe, AZ

living both
Living Both
  • Bi-stable equilibrium
  • Learning in layers

WPA Assessment Institute | Tempe, AZ