1 Bob Sproule, University of Waterloo MERLOT August 9, 2007 Integrated Learning and Student Engagement Using ePortfolios

2 Where We Started National Coalition on Electronic Portfolio Research ( The University of Waterloo’s context The University of Waterloo’s research issues: –How does engagement with ePortfolios map against other engagement indicators (NSSE)? –Do ePortfolios assist students to document their learning in different contexts and promote transfer between them? –Do ePortfolios transform how students view learning?

3 Where We Started 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 Defining Reflection: Another Look at John Dewey and Reflective Thinking, Carol Rodgers, Teachers College Record, Volume 104, Nol. 4, June 2002, pp

4 Where We Started Our study group – accounting students starting their academic program in the fall of Their work to date – create an ePortfolio and reflections / artifacts to date. Our pilot project group – accounting students who started their academic program in the fall of 2004.

5 Contextual Comments University/College setting tends to focus on the academic setting only. Professional accounting organizations have developed competencies for their profession. Government funding for post secondary institutions is increasingly focused on demonstrated learning outcomes. Our program and curriculum mapping. ePortfolios support higher order thinking consistent with Bloom’s taxonomy. Changes in our world, as a result of technology and globalization further support the need for integrative learning. ePortfolios facilitate : connections, benchmark performance and plan for the future. Importance of feedback.

6 Results of Investigation to Date Making connections by reflecting on one’s experience is a learned skill, one that students need to develop. The opportunity to make connections will foster development: –“I would just like to say that I never knew just how important the team reflections from AFM 131 would be, until I began preparing for interviews for summer internships at accounting firms. I figured they would ask about teaming [sic] experience (which they did) and I was fully prepared to answer their questions because I referred to what I had wrote [sic] in my team reflections. On a side note, I have received an offer… and I owe a lot of that to the reflections! Virtually all of their questions were about experiences in teams.” Student , February 25, 2007

7 Results of Investigation to Date In one-time contexts we need to scaffold student learning. Expected outcomes that reflections address need to be clearly articulated. Analysis of the first 3 reflections from the pilot project group show random progressive demonstration of: –Meaning making –Reflection in community –Attitudes that value personal and intellectual growth ePortfolios need to be program based. ePortfolios provide context to one’s learning. –“I had a new perspective on learning, a new appreciation on how my life was connected, and a new tool to organize my thoughts with. I realize now that my personal interests have value in my education, and my education in the way I live my life outside the classroom” From a student, July 2007.