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Using a logic model to help you use the ePortfolio Implementation Framework Katherine Lithgow

Using a logic model to help you use the ePortfolio Implementation Framework Katherine Lithgow. Why a Logic Model? . A tool that can facilitate discussion and illustrate the thinking behind programming decisions Takes assumptions and external factors into consideration

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Using a logic model to help you use the ePortfolio Implementation Framework Katherine Lithgow

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  1. Using a logic model to help you use the ePortfolio Implementation Framework Katherine Lithgow

  2. Why a Logic Model? • A tool that can facilitate discussion and illustrate the thinking behind programming decisions • Takes assumptions and external factors into consideration • Can help us identify ways to measure the success of programs • It is a visual and helps communicate our plans and assumptions to a number of audiences • If used repeatedly, it provides a common approach for all decisions

  3. How effective are the activities? What we need to start or keep something going? What Learning Portfolio activities you will implement given these resourcess Who we engage in our activities

  4. Begin with 5+ year outcomes

  5. Move to the 3 year outcomes Think Backward Design (Wiggins and McTighe, 1998) Think SMART

  6. 1 year outcome- What does Success look like in one year?

  7. Inputs Could be the barriers, risk factors, limiting policies

  8. Projected Activities Learning logs how many? How many students in your course? How will you provide feedback?

  9. Who we reach Who are we designing the learning experience for?

  10. Assumptions • Who are your learners? • What technologies are they comfortable with? • What support will they need to create their ePortfolios? • What are their characteristics?

  11. External Factors

  12. Measuring Outcomes

  13. Measuring Success Short Term

  14. Measuring Success Long Term

  15. Complete the Logic Model • What is the Desired Impact? • What does success look like 5 years from now? 2 years from now? 1 year from now? • What will your learners know, understand, and/or be able to do as a result of the ePortfolio activity?

  16. Planning for Effective Implementation:Six + One Steps for Learner Engagement • Introduce the Learning Portfolio Activity Early and Communicate Expectations • Give ‘em Grades • Provide Feedback Early and Often • Respect Disciplinary Context • Provide Opportunities for Meaning Making • Recognizing ePortfolios as a threshold concept + Assess Impact

  17. Planning for Effective Implementation • Introduce the Learning Portfolio Activity early and communicate expectations • Emphasis on the process as well as the product

  18. Teamwork Enabling Competency • The professional accounting bodies have identified teamwork as a required enabling competency. Working as part of a team is a critical skill for professional accountants.  Over the course of this term and throughout the accounting program both in individual courses and your work terms, you will be given opportunities to benchmark, develop and enhance your teamwork skills. 

  19. Introduce early and communicate expectations You will begin this by completing three reflective activities. You will receive feedback from reviewers (professional accountants or business people).  You will then be asked to react to the feedback you received.  The purpose of these activities is to help you examine more closely your strengths and weaknesses using templates provided; and further develop yourself in this area, informed by feedback from your team members and from  the reviewers. Through reacting to the feedback provided you will commit to a number of initiatives/goals between the current benchmarking and your next reflective activity.  You will use LEARN'S ePortfolio to create, store and submit your artifacts, reflections, collections and presentations.

  20. Include your Learning Outcomes

  21. Planning for Effective Implementation : Six + One Steps Step Two: Give ‘em Grades

  22. Feedback early and often • Week 1- 2 - Introduction to assignment • Week 2 -3 - Low stakes activity – required submission with grades.Students share their eportfolio artifact/presentation. • Week 3-4 – In class hands-on session to address any problems. • Week 7- submit ePortfolio in progress- circulate to a team member for feedback • Week 10- peer feedback due • Week 12- eportfolios due • Week 13 – presentation to class

  23. Planning for Effective Implementation : Six + One Steps Step Four: Disciplinary Context • Importance of Making Connections • “Real-world” Content • Relate the activity directly to the needs and interests of the learners as members of a discipline/profession/community

  24. ePortfolios in SAF

  25. Planning for Effective Implementation : Six + One Steps Step Five: Provide Opportunities for Meaning-Making • Reflections • Journals • Films, TV, News • Class Discussions *PLAR- focus on what you have learned from what you have done

  26. Planning for Effective Implementation : Six + One Steps Step Six: Provide Support Resources • Introduction to ePortfolio in class (Hands-on Workshop) • Drop-in sessions throughout the term • LEARN help support • Online documentation

  27. Providing Support • Week 1- 2 - Introduction to assignment • Week 2 -3 - Low stakes activity – required submission with grades.Students share their eportfolio artifact/presentation. • Week 3-4 – In class hands-on session to address any problems. Technical support available throughout term • Week 7- submit ePortfolio in progress- circulate to a team member for feedback • Week 10- peer feedback due • Week 12- eportfolios due • Week 13 – presentation to class

  28. Planning for Effective Implementation : Assess Impact Q. How does the ePortfolio allow students to make connections to their own life? How does the ePortfolio allow them to document their learning?

  29. Evidence of Effectiveness • What kinds of artifactsare learners including? • What can we tangibly seeabout learning that we couldn’t see before? • What does this Portfolio tell us about the individual’s process of learning? • What is useful to know about the context in which the learning takes place? • How is this ePortfolio relevant (or not relevant to your interests, organizational culture, learners or learning environment)?

  30. Designing Learning Activities • Given your chosen outcome, design one activity that learners can engage in and then include in the Learning Portfolio to document their learning • Be sure to consider how will their learning be captured and documented in the Learning Portfolio? • Ensure that there is some reflective component to the activity (Folio Thinking)

  31. Folio Thinking: Reflection for Learning • Reflection is what makes us learners; we need to practice, assess and perfect it. • Four criteria characterize the concept of reflection: • Reflection is a meaning making process • Reflection is systematic, rigorous and disciplined; with roots in scientific inquiry • Reflection needs to happen in community • Reflection requires attitudes that value personal and intellectual growth From: Carol Rodgers, “Defining Reflection: Another Look at John Dewey and Reflective Thinking,”Teachers College Record, 104, 4 (June 2002): 842-866

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