communicating for
LEARNERS
SPRIN
G #2
2011
featured in this issue
The Learning Portfolio
Visionary Status
Academically Adrift
Hot 5
What the Tweet?
Did You Know?
The Learning Portfolio: Teaching Students to Reflect on Learning
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Electronic portfolios are increasingly being used by colleges and universities to help promote and assess student learning. There are two particular elements of e-portfolios that enhance student learning: one is the process of selection. As students select what artifacts to upload to their portfolios, they must choose solid representative examples of work that demonstrate their achievement of learning outcomes. Simply having to think about their course work with respect to learning outcomes becomes a learning experience in itself. What work did I do that demonstrates critical thinking? Which of these best demonstrates my critical thinking ability? In addition to the process of selection, students increase their learning through reflection on the artifacts they choose for their portfolios. Most portfolio systems prompt students to reflect on the artifacts they place in their portfolios, and educators may also require reflection as part of the portfolio assignment. In fact, John Zubizaretta, in his book The Learning Portfolio (2004), says that the primary purpose of a learning portfolio is “to improve student learning by providing a structure for students to reflect systematically over time on the learning process and to develop the aptitudes, skills and habits that come from critical reflection.” Thus students have to think deeply to select artifacts for portfolios, and they have to think even more deeply when they reflect on those artifacts. Unfortunately, students do not come to college prepared to reflect deeply on learning. And, some experts would suggest, students have not actually learned anything until they spend some time thinking about what they know, how they came to know it, and what else they need to know. Many students are passive recipients of knowledge. They sit in the classroom and allow educators to shower them with information and ideas, drops of which they may retain until the test, after which much of it evaporates. If educators want students to become actively engaged in their own learning through reflection, they must teach students how to reflect. Some students will take the easy way out by writing reflections that are clichéd and superficial. In fact, Helen Chen, a research scientist at Stanford University’s Center for Innovations in Learning and a long-time proponent of using electronic portfolios, has created a list of “Taboo Words and Phrases—Clichés of Reflection” for first-year students. (An electronic copy of this handout can be found at http://wasc2007. pbworks.com/f/Cliches+of+Reflection+v1+Apr06.pdf.) In her introductory comments to the handout, she notes, “We offer this
list as a starting point for you to think about what comprises a meaningful and deeper perspective . . . based on this list of rather superficial and rushed thoughts. We aren’t saying that you shouldn’t use any of these phrases when you write your reflections but please keep these phrases in mind and perhaps give some thought as to how they could be used more effectively, precisely, and thoughtfully.” Among her taboo words she includes “insightful,” “interesting,” and “creative,” and her sample taboo phrases include “I learned so much,” “I tried very hard,” and “Not much that I can say I wish had gone differently.” Going through Chen’s “forbidden” words and phrases can help students avoid many pitfalls of reflection. It also helps to give students specific feedback on their reflections. A rubric that lays out what precisely you expect from student reflections can also be extremely helpful. Scaffolding is another way to help students reflect more deeply. Scaffolding usually includes a series of specific questions that you would like students to answer when reflecting on their work. The questions should be designed to promote serious thinking about the assignment. Helen Barrett, often referred to as the “grandmother” of electronic portfolios, has an extensive collection of e-portfolio information on her website, including “Scaffolding Reflection with Adolescent and Adult Learners” (2008)(http://electronicportfolios.com/ reflection.html) which includes numerous questions that educators can use to assist students with reflections. Triple-entry journals are another method for helping students learn how to reflect critically on learning. As students engage in an activity (reading, watching a video, listening to music, doing an experiment, encountering a work of art) have them make notes on a page divided into thirds. In the first column, during or just after the activity, have them list what they perceive to be key points or key characteristics. After the activity, they can then be asked to reflect on the key points. Finally, they can reflect on their reflection: What mental activities were involved in the reflection? What was I thinking about? What connections did I make? As students are asked to continue this reflection process and as they recieve feedbackover the years, reflection becomes a habit of mind, a way of dealing with all their experience inside and outside the classroom—transforming college students into lifelong learners.
visionary
STATUS
visionary Jenny Moon Lecturer & Researcher
As professional educators, teachers must work diligently to encourage meaningful learning among students. The foundational knowledge of who, what, when and where is important in any subject; the why and how marks a great leap forward for young academics; and the personal reflection as to “what does this all mean?” is the mark of an individual who has learned and will continue to learn throughout his or her life. But while we often concentrate on how our students learn, we should remember that our own professional development hinges on asking similar questions and searching for personal answers. Dr. Jenny Moon has done precisely that through her work in the United Kingdom. Moon received a Bachelor of Science in Zoology from the University of Southampton and three Masters degrees in Research, Education and Psychology and Health Education, before completing her PhD in Education/Research from Glamorgan University and becoming a Senior Lecturer at the Centre for Excellence in Media Practice at Bournemouth University. Recently, Dr. Moon was recognized for excellence among teachers and learning support staff in higher education with the National Teaching Fellowship from England’s Higher Education Academy.
As a professional development facilitator, Dr. Moon emphasizes the importance of critical thinking and continuous learning for both faculty and their students. She encourages professors to employ reflective practices to develop their teaching skills. Through journals, portfolios, peer and self-assessment practices, educators can work to use their experiences in the classroom to guide improved practices in the future. The same principles hold for students as well. Reflection on projects, papers and discussions completed in various courses can serve as the foundation for students to “recognize that you have learnt something new or that you need to reflect more with, perhaps, further input.” As both professors and students acknowledge what they know and what they still need to know, they can all improve as scholars. Website: Professional--http://www.cemp.ac.uk/people/ jennymoon.php Online Article: http://www.york.ac.uk/admin/hr/researcherdevelopment/students/resources/pgwt/reflectivepractice.pdf Book: Achieving Success through Academic Assertiveness (2008)
Book Review — Academically Adrift: Limited Learning on College Campuses
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By: Anastasia Widmer Traditionally, the main focus of works that are critical of undergraduate education is on the quality of teaching in the classroom. In their new and controversial critique of the American higher education system, authors Arum and Roksa follow this tradition to some extent. But they also look at the historical, socio-cultural, and psychological contexts of the undergraduate experience. In my opinion, this book takes an interesting twist when it turns its criticism away from students’ expectations and performance to the expectations and performance of faculty and administrators. The authors emphasize how teaching quality suffers when instructors focus too much time and attention on research. According to Arum and Roksa, tenure requirements for research, reviews of professional manuscripts, and committee meetings result in instructors’ having little time to dedicate to teaching. As Arum and Roksa turn their attention to the administration, they discuss such issues as the consumerist orientation in higher education and the consequences of hiring administrative personnel who do not have academic backgrounds. The authors argue that “a market-based logic of education encourages students to focus on its instrumental value - that is, as a credential - and ignore its academic meaning and moral character” (p. 16).
This is the book that dares to call things by their proper names. Besides providing astonishing statistics on Collegiate Learning Assessment (CLA) performance, the authors list and thoroughly investigate the major reasons why undergraduate education in the US today finds itself in critical condition. The value of this book lies in the fact that the authors connect problems existing on different levels of higher education and explain the relationship among them. They recognize that the problems are systemic. Generally, this book does a great job of introducing the reader to the current issues within and outside of academe. It grasps the overall picture of undergraduate education in the U.S. and draws appropriate conclusions. At the end, although the authors present their perspective, they leave the reader to decide what constructive steps need to be taken in order to change—or at least challenge—the existing system. Arum, R., & Roksa, J. (2011). Academically Adrift: Limited Learning on College Campuses. Chicago,IL: University of Chicago Press.
What the Tweet? Twitter as a Useful Educational and Professional Development Tool By: Michelle Rodems What is Twitter? Twitter is a “real-time information network that connects you to the latest information about what you find interesting” (http://twitter.com/about) and a free microblogging service that allows users to post text up to 140 characters. Like Facebook, Twitter is a social media tool, a “collection of Internet websites, services, and practices that support collaboration, community building, participation, and sharing” ( Junco, Heibergert, & Loken, 2010). How is Twitter Used? Twitter allows a user to post (or “tweet”) information, reply, share (or “retweet” ) another user’s posting, and/or send a private message . The other primary function of Twitter is to allow users to search and follow certain content using a “hashtag” (the pound symbol). According to the Pew Research Center (Smith & Rainie, 2010), of those Internet users who tweet, most posted personal and work updates, shared links, videos and photos, and tweeted locations. Most faculty who use Twitter do so to share information with peers and as a real-time news source, not to communicate with students or as a learning tool in the classroom. In general, educators who do use Twitter have two primary foci: student learning and professional development. Using Twitter as a Pedagogical Tool There is little empirical research about Twitter as a pedagogical tool, but in one of the few published studies, the use of Twitter led to increased student engagement and had a positive effect on grades ( Junco, Heibergert, & Loken, 2010). Other educators have described how they have used Twitter for student learning including continuing class discussions outside of class; connecting students to experts or leaders in certain fields; and tweeting during presentations to encourage collaborative discussion and feedback. Those who use Twitter in the classroom have found that it can provide a forum for “conversation, collaboration, and establishing a community of learners” (Dunlap & Lowenthal, 2009, p. 5). Twitter as a Professional Development Tool While Twitter as a pedagogical tool has had mixed results, those who use it as a professional development tool have found it to be quite effective. Some of the ways that educators have used Twitter professionally include following colleagues’ ideas and thoughts; publicizing events, blog posts, books, etc; chatting about certain topics; staying in touch with personal learning networks; looking for expertise on specific questions; asking questions (and getting answers); finding and sharing resources; forming a community of colleagues; searching areas of interest; and polling about certain topics. My Personal Twitter Story To give a personal perspective, I will share my brief Twitter story. I discovered Twitter in 2008. I was in my second
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year of coursework as a doctoral student, and I thought of Twitter as a place to share status updates, much like the “wall” on Facebook. I did very little on Twitter for about a year. Soon I started reading a bit more about Twitter, and found it mentioned on a student affairs blog known as the “Student Affairs Collaborative.” When the group discussed issues of student affairs on Twitter, they tagged their tweets “#sachat.” They talked about things I knew and concepts I did not know and offered resources and asked questions. I still tweeted minimally at that point. At the National College Student Affairs Educators International Conference, Twitter was used as a way to update participants. It was the first time I saw a really great professional use of Twitter. Following the conference, I learned the #sachat community had grown so large that a scheduled weekly Twitter chat, moderated by one of the Student Affairs Collaborative bloggers, had been instituted. I could follow along, watch as the moderator posted questions related to higher education, and then read a whole host of responses. Side conversations began. Resources were shared. Many had followup conversations and developed friendships over these chats. I discovered a community for doctoral students. When I was struggling with meeting a deadline, when I was unsure about how to proceed with a part of my dissertation, when I needed support or a good kick-in-the-pants, the community was there. Moreover, I found others interested in similar areas of research. Along the way, I have connected and networked with many people. I have found new areas of interest, areas to complement my current research and expand my personal learning network. Ultimately, as with most things in life, you get out of it what you give. Twitter may not be the tool for you, but I would encourage you to try it out – and give it time. It might very well be THE tool that makes a difference in your personal learning network. You can learn more about Twitter in our Twitter Basics Teaching and Learning Guide at the CTL website. References
Dunlap, J. C., & Lowenthal, P. R. (2009). Horton hears a Tweet. Educause Quarterly, 32(4). Retrieved from http://www.educause.edu/ EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/ HortonHearsaTweet/192955 Junco, R., Heibergert, G., & Loken, E. (2010). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Living, doi: 10.1111/j.1365-2729.2010.000387.x Smith, A., & Rainie, L. (2010, December 9). 8% of online American use Twitter. Pew Internet & American Life Project. Retrieved from http://pewinternet.org/Reports/2010/Twitter-update-2010.aspx Faculty Focus (September 2010). Twitter in higher education 2010: Usage habits and trends of today’s college faculty (Faculty Focus Special Report). Retrieved from http://www.facultyfocus.com/freereports/twitter-in-higher-education-2010-usage-habits-and-trendsof-todays-college-faculty/.
Summer Activities at The Center There’s lots going on at the Center for Teaching and Learning during the summer. Preparations are already afoot for next year’s Learning Communities. Be sure to check the Center’s Website for information about how you can propose a community for the upcoming academic year. By the first week in June, Learning Community proposals should be finalized and those interested in participating will find applications on the Center’s website. We’ll still be offering workshops all summer long, but if the workshop schedule does not fit with yours, we are happy to offer one-on-one consultations. If your department or area has five or more people interested in a topic, we will bring the workshop to you, at a convenient time and place. Don’t forget to check out our Teaching and Learning guides at http://www.bgsu.edu/ctl/page84421.html and our library of teaching and learning resources at http://www.bgsu.edu/ctl/page83311.html. We’re always here to collaborate with BGSU educators.
Did You Know
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CTL Wins Award At the annual Faculty Recognition Dinner on March 22, the Center for Teaching and Learning was given the Faculty Senate Unit Recognition Award for its commitment to faculty development. Dr. Paul Cesarini, chair of the VCT department, nominated the Center. In his letter he notes that “in addition to offering an increasingly focused number of faculty learning communities—which are always open to graduate students and staff as well—the CTL has taken a leadership position in promoting teaching excellence regardless of discipline.” Cesarini praised CTL Director Bonnie Fink and her staff for creating what he called a “one-stop-shop” for learning how to engage students through active learning. He also noted that “the CTL represents an extraordinarily valuable asset to the BGSU community, and deserves to be repeatedly recognized toward this end.”
HOT 5 (click on link to visit site) 1 2 3 Bookyards
Media Education Foundation
Berkeley University
bookyards.com
mediaed.org/wp/about
“The Library To The World,” a web portal in which books, education materials, information, and content are available to anyone who has an Internet connection
Produces and distributes documentary films and other educational resources to inspire critical reflection on the social, political, and cultural impact of American mass media
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National Center
Global Voices
teaching.berkeley.FEV
highereducation.PSH
academic.research. microsoft.com
Office of educational development at Berkley University with resources, video guides, and information on various pedagogical issues
The National Center for Public Policy and Higher Education promotes public policies that enhance Americans’ ability to pursue education and training beyond high school
An international community of bloggers who report on blogs and citizem media from around the world
For information on our workshops or to register, contact the Center at: ctl@bgsu.edu, 419.372.6898, or www.bgsu.edu/ctl/page11755.html
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This newsletter is a publication of the Center for Teaching and Learning. Visit us online at www.bgsu.edu/ctl/ or in 201 University Hall.
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eaching earning