• Welcome & Introduction
• Brief research project overview - survey focus
• Brief summary of findings prompting thinking about
•
•
•
professional development
Maslow’s four-stage learning model
Application of model to ePortfolio learning
Discussion & Takeaway
•
Grant awarded from IUPUI Program Review and Assessment
Committee (PRAC) Spring 2012
•
Purpose = use the authentic evidence provided by the electronic
Personal Development Plan (ePDP) to assess the outcomes
associated with the First-Year Seminar (FYS) course
•
•
Pre-Experimental Research Design - Mixed Methods Approach
Intended Outcomes:
o
o
o
Analytic rubric developed to assess ePDP holistically at one point in time
Rubric use by faculty research pilot group and participants to collect authentic
evidence from ePDPs of First Year Seminar stated learning outcomes
Faculty professional development through research participation; “think,
share, reconstruct approach”
• Methodology Notes:
o
o
o
n=12 pre-, n=10 post- rendering low statistical power
100% participation
Question structure a combination of multiple choice, evaluative
continua, and open-ended response
• Pre-Assessment Survey: gauge existing classroom feedback
practices
• Post-Assessment Survey: gauge intent for future classroom
feedback practices
• Topical areas measured:
o
o
o
o
General faculty thinking about feedback to students on their ePDP
Faculty feedback practices for students’ ePDPs
Faculty use of rubrics as evaluation tool for the ePDP
Faculty perceptions of assessment of authentic evidence in the
ePDP
• Our thinking that that as people learned more they would
•
automatically move toward more concrete knowledge and
increased confidence was wrong!
This prompted thinking about how to structure professional
development- we are floating our early ideas with you
• “I really need some additional time to look at the options. I
would rather use the standard but need to relook at the
rubrics. I especially need to look at the holistic rubric”.
• “I thought that the holistic rubric was very helpful for the
meta cognitive learning of both the students, and what I am
hoping to see in terms of their developmental learning. I may
still add a rubric to isolate sections”.
(Developed by Noel Birch of Gordon Training International in the 1970’s)
COMPETENCE
I know that I
know how to
do this
Stage 3:
Conscious
Competence
Stage 4:
Unconscious
Competence
CONSCIOUS
I know that I
don’t know
this yet
What? I’m
doing this well
UNCONSCIOUS
Stage 2:
Conscious
Incompetence
Stage 1:
Unconscious
Incompetence
INCOMPETENCE
I don’t know
what I don’t
know
• Begins and ends with Stage 1
o
o
o
Participants are a blank slate
We provide information and training
Assume participants will develop competence on their own by
using the knowledge we provided
• Sharing of examples of Stage I Professional Development
with ePortfolios
• Stage 2 Conscious Incompetence
o
o
o
The dissonance is hard
Judgments of self occur
Judgments of the technology are developed
• Our Observation:
o
Disruption and dissonance can be the downfall of our efforts. Most
people give up during this stage. They will decide that ePortfolios
don’t work, they don’t fit with their course/teaching, or they just
can’t learn the technology.
• Acknowledges the difficulty and dissonance ePortfolio users
are facing
• Provides a forum for sharing of experiences
• Structures continuous learning that meets the users where
•
they are
Allows faculty to experience incremental successes
COMPETENCE
Stage 3:
Conscious
Competence
Stage 4:
Unconscious
Competence
CONSCIOUS
UNCONSCIOUS
Workshops in Spring Term
•Listened to informal feedback and
concerns expressed by users
•Scheduled monthly meetings to address
topics but turned more into discussion of
common concerns and struggles
Stage 2:
Conscious
Incompetence
Stage 1:
Unconscious
Incompetence
Two hour workshop for new users in
Fall First-Year Seminars
• Purpose of the ePDP
•Importance of scaffolding the portfolio
into the course
•Intro to critical reflection
•Practice with the portfolio platform
INCOMPETENCE
COMPETENCE
Community of Practice
Faculty as Peer Leaders
• For
participants in the Summer
Institute
•Will occur during the fall while they
are using the ePDP in their course
•Asked at the end of the Institute in
what areas they anticipate struggling
to begin determining focus of
monthly discussions
• Faculty
Stage 3:
Conscious
Competence
Stage 4:
Unconscious
Competence
CONSCIOUS
Summer Institute for Users who
had One Semester of Experience
with ePDP
•Focus on scaffolding and critical
reflection
•Daily activities to allow participants
to apply and struggle with what they
were learning
•Left with plan for improving one
part of their ePDP use
Fellow to help lead ePDP
Project
•Lead professional development
sessions
•Share best practices
UNCONSCIOUS
Stage 2:
Conscious
Incompetence
Stage 1:
Unconscious
Incompetence
Two hour workshop for new users
in Fall First-Year Seminars
• Purpose of the ePDP
•Importance of scaffolding the
portfolio into the course
•Intro to critical reflection
•Practice with the portfolio platform
INCOMPETENCE
• Thoughts?
• Handout to prompt own thinking after session
• THANK YOU for sharing your time with us! Please feel free
to contact either one of us with further thoughts or
questions:
Cathy Buyarski, Ph.D.
Cynthia Landis
[email protected]
[email protected]