1. Evolving the Loop
How ePortfolios Drive a 21st Century Learning College
March 3, 2017
New York Regional ePortfolio Conference
Guttman Community College, CUNY

2. From “Closing the Loop” to “Evolving the Loop”
New General Education Core Competencies and Abilities
New Program Curriculum Maps
New College-Wide Benchmark Readings & Range-Finders
New Center for Teaching and Learning Seminars
Shift in Periodic Program Reviews

3. Learning Matters Pathways
“Evolving the Loop”
CTL Seminars
Periodic Program Reviews
Learning Matters Mini-Grants
Middle States Accreditation
The Spiral of Assessment
Benchmark Readings
Assignments
Charrettes
CTL Semimars
New Program Curriculum maps
NEW Competencies & Abilities
Global
Integrative
Inquiry and Problem Solving
Written, Oral, Digital
Student Learning
Innovating
Pedagogy
Learning Matters Pathways
The Learning College

4. General Education Core Competencies & Communication Abilities
Inquiry & Problem Solving
Integrated Learning
Global Learning
Written Communication
Oral Communication
Digital Communication
Higher-order thinking processes.
Helping our students develop their capacities as life-long learners.

5. ePortfolio at LaGuardia
Pedagogy: Virtual Space for Student Self-Authorship, Reflection, & Interaction
Platform: Mechanism for Collecting Student Work

6. Emerging Role of ePortfolio
Core ePortfolio
Student Facing Core Competency Learning
Digital Communication & Integrative Learning in the eP

7. Core ePortfolio
Shared components of an ePortfolio for all students staged against three years
Pointing students toward growth over time
Staged student support – Advisement, Transfer, Career, and Student Engagement

8. Student-Facing Core Competency Learning
Explicitly teaching the Core Competencies/Abilities
Ensuring Core Competencies are Student Facing

9. eP as Digital Communication
Creating metacognitive student attention to forms of digital communication.
Ability and rubric developed by interdisciplinary faculty and staff.
Complementary but distinct framework of multimedia and interaction.

10. Digital Communication: eP & Assessment
eP Oriented
Rubric
Shares essential communication dimensions with oral and written (content, purpose, mechanics)
Emphasis on multimedia: “diverse media elements”

11. ‘Range Finder’: eP In Action
The ‘achievable 4’
Curates content to support general ‘thesis’ of the portfolio
Additional media support ‘thesis’ without distraction or confusion
Purposeful composition
Consistent, balanced design
eP artifact

12. ‘Range Finder’: eP In Action
The baseline ‘1’
Minimal ‘digital capacity’ demonstrated
Inconsistent purpose or ‘thesis’
Some media present, but annotations fail to add depth
eP artifact

13. eP In Action: ‘Interaction’
Enabled by “conversation” feature
Minimum for assessment: A-B-A or A-B-C communication chain (two students engaged in dialogue; more than two students engaged)
Main idea, purpose, claim necessary for development, with evidence present

14. Issues in eP Assessment
Multimedia artifacts
Beyond
the rubric
Developing digital capacities to scale
Integrating digital capacities into program pedagogy and assignments
Assessing the ‘whole’ portfolio
Design elements must ‘advance content’
Media and design should be ‘complementary’
Design elements should be ‘sustained’
Interaction requires purpose and audience
Attribution of material

15. Integrative Learning Creating a space for integration in the eP
Helping students have a metacognitive awareness of the power of integration
What’s one piece of work you’ve done in another class that you’re proud of? Why are you proud of it?
How are you growing and changing as a learner?
What experiences (classroom, co-curricular or other) are helping you grow?
Describe three classes you have taken that you think are interrelated. (Make sure that at least one class is outside your discipline.) How did each contribute to your growth, in terms of your educational and career goals? How did the connection between them support your growth?

16. Learning Matters Pathways
“Evolving the Loop” Using ePortfolio Occupational Therapy Assistant Program
Professional Development
Course assignments – alignment with the Core Competencies and Abilities
Learning Matters II eP Mini-Grant
Evidence in the ePortfolio
Student work
Evaluation of Student work
Benchmark Readings
Connection to LAGCC mission
Connection to ACOTE Standards
Connection to OTA Program outcomes
Curriculum map
Designated courses in initial, middle and final phases
Connecting FYS to the Capstone
Looking forward while connecting to previous work
Longitudinal growth through reflection
Core Competencies Integrative Learning Global Learning
Abilities Digital Communication
Student Learning
Innovating Pedagogy
Learning Matters Pathways
The Learning College

17. “Evolving the Loop” ePortfolio for Student Engagement Occupational Therapy Assistant Program
Meaningful to the student, faculty & college
Visible & intentional space
Creating a pedagogy to support student reflection and connection to learning & development
Longitudinal ability to examine the role of self-authorship & reflection in the development of professional identity & leadership

18. Integrative Learning Setting the Stage for Longitudinal Reflection The Interactive eMap of Life
Chapter One: The Journey to LAGCC & the OTA Program
Building on the About Me
Connecting to life experiences as a vehicle to achieving a goal
Identifying professional goals
Connecting to habits of mind identified in FYS that support developing professional identity
Digital Communication

19. Integrative Learning Setting the Stage for Longitudinal Reflection The Interactive eMap of Life
Chapter Two: My Personal SWOT & OTA Journey Statement
Deepening the concept of About Me
Connecting personal strengths & weakness, external opportunities/supports & threats to professional identity
Using self-assessment to construct a Journey Statement
Digital Communication

20. Global Learning & Integrative Learning Embedding/Layering Core Competency Work The Interactive eMap of Life
Chapter Three: Occupational Therapy Practice in Other Countries – Global Perspective
Considering the relationship of self to the global community and the responsibility of global citizenship
Reflection utilized for consideration of cultural diversity, cultural competence, ethical challenges due to disparity in health care and the relationship to student as an agent for change
Digital Communication

21. Student Driven Outcomes
Student Transformation Impact on Learning Internalization of Core Competencies
Student Driven Outcomes
Scaffolded ePortfolio assignments over the course of the semester creates continuous opportunities for making connections between academic, experiential, learning and self-reflective contexts in a single platform
Rich self-reflection in ePortfolio supports evolution of professional identity & leadership
LaGuardia Instructional Staff meeting (spring 2014) 21

22. Questions? Comments & Feedback

23. Contact Information
Justin Rogers-Cooper, Ph.D. English Faculty, Co-Director of Assessment & Instructional Learning Niesha Ziehmke, Ph.D. Executive Associate for Academic Affairs Regina Lehman, MS, OTR/L OTA Program Director & Faculty, Co-Director of Assessment & Instructional Learning Cristina DiMeo, MSW Project Coordinator for Major Grants, Academic Affairs