1 / 32

Fostering Self-Determined Behaviors through ePortfolios:

Fostering Self-Determined Behaviors through ePortfolios:. A student-driven eportfolio initiative and study.

wilton
Télécharger la présentation

Fostering Self-Determined Behaviors through ePortfolios:

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Fostering Self-Determined Behaviors through ePortfolios: A student-driven eportfolio initiative and study

  2. “To be self-determined is to endorse one’s actions at the highest level of reflection. When one is self-determined, people experience a sense of freedom to do what is interesting, personally important, and vitalizing.” -Ryan and Deci www.psych.rochester.edu/SDT/

  3. Richard Ryan and Edward Deci www.psych.rochester.edu/SDT

  4. Autonomous Behavior To be autonomous means to act in accord with one’s self

  5. Autonomous Behavior It means feeling free and volitional in one’s actions.

  6. Autonomous Behavior When autonomous, people are fully willing to do what they are doing.

  7. Autonomous Behavior They embrace the activity with a sense of interest and commitment.

  8. Autonomous Behavior Their actions emanate from their true sense of self

  9. Autonomous Behavior so they are being authentic.

  10. Controlled Behavior When controlled, people act without a sense of personal endorsement.

  11. Controlled Behavior Their behavior is not an expression of the self for it is subjugated to the controls.

  12. Controlled Behavior In this condition, people can reasonably be described as alienated.

  13. Autonomous = Authenticity Controlled = Alienation Edward L. Deci, Why We Do What We Do, Understanding Self-Motivation,(1996) New York, New York, Penguin Books

  14. Extrinsic Intrinsic eportfolio • eportfolio as tool for reaching Tipping-Point from extrinsic (instructor-led) motivation to intrinsic (student-led) self-determined learning behaviors • student recognizing and creating own learning experiences and opportunities for reflection in all areas of life • student selecting, collecting, reflecting on, and connecting non-required artifacts outside of classroom eportfolio • natural, unstructured formation of student community and collaboration • Extrinsic Motivators • Explicit requirements, instructions, goals, and expectations from instructor • Deadlines • Grades • Extra Points (Rewards) and Point Deductions • Instructor Feedback • Peer Feedback • Feedback from experts outside of the classroom • Training and Support • Instructor maintains own eportfolio • Provide examples of other student eportfolios • Provide reflection prompts and rubric • Create template for required content and reflection • Student freedom with design and look of eportfolio • Student eportfolio showcases • Recognition and Rewards • Self-Determined Behaviors (motivators are intrinsic) • Autonomy • Self-regulated activity • Responsibility and ownership • Student-led reflection and prompts • Competency • Demonstrated mastery of skill or concept • Self-awareness of demonstrated mastery • Relatedness • Making knowledge connections to all areas of life – academic, professional, personal • Finding social relevance in course and program content and assignments Nancy Wozniak, Stony Brook University, 2010SBU ePortfolio Implementation and Study - http://stonybrook.digication.com/sbu_eportfolio/SBU_ePortfolio_Study

  15. Extrinsic Intrinsic eportfolio • eportfolio as tool for reaching Tipping-Point from extrinsic (instructor-led) motivation to intrinsic (student-led) self-determined learning behaviors • student recognizing and creating own learning experiences and opportunities for reflection in all areas of life • student selecting, collecting, reflecting on, and connecting non-required artifacts outside of classroom eportfolio • natural, unstructured formation of student community and collaboration • Extrinsic Motivators • Explicit requirements, instructions, goals, and expectations from instructor • Deadlines • Grades • Extra Points (Rewards) and Point Deductions • Instructor Feedback • Peer Feedback • Feedback from experts outside of the classroom • Training and Support • Instructor maintains own eportfolio • Provide examples of other student eportfolios • Provide reflection prompts and rubric • Create template for required content and reflection • Student freedom with design and look of eportfolio • Student eportfolio showcases • Recognition and Rewards • Self-Determined Behaviors (motivators are intrinsic) • Autonomy • Self-regulated activity • Responsibility and ownership • Student-led reflection and prompts • Competency • Demonstrated mastery of skill or concept • Self-awareness of demonstrated mastery • Relatedness • Making knowledge connections to all areas of life – academic, professional, personal • Finding social relevance in course and program content and assignments Nancy Wozniak, Stony Brook University, 2010SBU ePortfolio Implementation and Study - http://stonybrook.digication.com/sbu_eportfolio/SBU_ePortfolio_Study

  16. Stony Brook Study • Do authentic learning methods facilitated through the use of eportfolios have a positive impact on student self-determined behaviors?

  17. Methods of Measurement • Pre and Post test measuring self-determined behaviors • Intensity, Frequency and Duration rubric measuring eportfolio activity •  Student interviews and focus groups

  18. Student ePortfolio Consultants lead the drive to teach students and faculty about the importance of reflection in the eportfolio learning process.

  19. stonybrook.digication.com/egiminez

  20. As I begin to work on my ePortfolio I began to understand how this could be beneficial to anyone. An ePortfolio is a living showcase of your work. It is an easy way to store all your projects and showcase them for others to see. It also gives a personal touch that something like a resume can't. ePortfolios allow you to elaborate extensively on what work you have done including writing reflections on what you did. You can also display class projects and things you have written. http://stonybrook.digication.com/ansuejacob

  21. http://stonybrook.digication.com/ahrum_kim

  22. http://stonybrook.digication.com/sourav.tamang1

  23. Meta-cognating Murray Student ePortfolio Consultants conduct classroom training sessions and workshops. Eda designed Meta-cognating Murray used to promote reflection in student eportfolios.

  24. ePortfolio consultants in charge of Change the World Student ePortfolio Showcase during Stony Brook Spring Colloquium on May 14th stonybrook.digication.com/spring_colloquium/About_the_Showcase

  25. ePortfolio student consultants pick featured eportfolios stonybrook.digication.com/portfolio/directory.digi

  26. Student consultants design newsletter and Galaxy of Stars page

  27. Featured eportfolios screens designed by student consultants shown on SCALA monitors in SINC sites (student computer labs)

  28. Join our Facebook group called Spotlight on ePortfolios, our fan page on Facebook called Stony Brook ePortfolios, follow our Twitter page and join our Spotlight on ePortfolios group at LinkedIn!

  29. Student consultants conduct focus groups with students using eportfolios in courses

  30. ePortfolio Consultants presenting at colloquium in May

  31. Nancy Wozniak, M.A. Learning Architect and ePortfolio Program ManagerStony Brook UniversityThe Faculty CenterS1464 Melville LibraryStony Brook, NY 11794-3350631-632-2781nancy.wozniak@stonybrook.edu stonybrook.digication.com/nancywozniak

More Related