[Portfolio] [DG: Teaching & Learning] Learning Activities and Portfolios: time for a talk?

Steve Foehr steve at staff.ri.net
Thu Mar 18 19:30:53 PDT 2010



On 3/18/10 10:58 AM, "Ward, Lynn E." <leward at iupui.edu> wrote:

> Hi Keli,
> Just about any instructional designer will tell you that the first step to
> developing effective and appropriate learning activities is defining the
> learning objectives that the activities/assessment are intended to address.
> So, I don't see the emphasis on learning objectives/outcomes/competencies as
> at all specific to portfolio work.  We can encourage sound pedagogical
> practices by presenting faculty with a framework for defining their course
> objectives along with the ability to link activities and assessments to
> specific objectives.  Some faculty may choose not to use these capabilities,
> but I think providing them is a step in the right direction regardless of
> whether the course is engaged in any type of portfolio activities.
> My personal hope is that Sakai 3 will allow
> objectives/outcomes/competencies/goals to be defined and shared at multiple
> levels (institution, school, department, program, course, individual user) and
> that any piece of content (an assignment, a blog post, a matrix cell, etc.)
> can be linked to any objective/outcome/etc that the user has access to.  So,
> for example, any faculty member (and potentially any student, if permitted)
> could link an assignment or an exam to an institutional outcome as well as to
> a course objective.  Similarly, students might be asked to define a set of
> personal goals that s/he hopes to accomplish and to link evidence to those
> goals.  So, much like the ability to grade/rate, assess content, I am hoping
> that this notion of being able to defining goal and link objects to them will
> permeate Sakai 3--sorta like Syracuse's Goal Management on steroids. :-)
> Lynn
> ==========================
> Lynn Ward, Principal Systems Analyst, Academic and Faculty Services
> University Information Technology Services
> Indiana University-Purdue University Indianapolis
> Information Technology and Communications Complex (IT 225D)
> 535 West Michigan Street, Indianapolis, IN 46202
> Phone: 317-278-5713  E-mail: leward at iupui.edu 
> -----Original Message-----
> From: pedagogy-bounces at collab.sakaiproject.org
> [mailto:pedagogy-bounces at collab.sakaiproject.org] On Behalf Of
> kamann at stanford.edu
> Sent: Wednesday, March 17, 2010 3:01 PM
> To: pedagogy; sakai-ux
> Subject: [DG: Teaching & Learning] Learning Activities and Portfolios: time
> for a talk?
> Hello all,
> I came to a realization this morning after talking with Clay. For the Learning
> Activities project, I have been talking about breaking the functionality that
> had been siloed in T&Q, Assignments, and Gradebook and Schedule. However,
> despite this, I was still thinking of Portfolios as a separate thing from the
> learning activities work we were doing. It's probably not as separate as I had
> been thinking.
> Early on we talked to Janice Smith to get an overview of portfolios and Sakai.
> We talked to Virginia Tech about their work with portfolios and they later
> contributed some interviews. However, VT was the only school that explicitly
> used portfolios and the interviews they had at the time were only with
> students and TAs. Because none of the instructors we interviewed formally
> talked about writing out objectives and tying this to learning activities ,
> none of the 8 instructor persona talk about things like writing objectives or
> attaching these to their activities, or evaluating student work based on such
> objectives.
> This morning I read a note I had from a talk with Amber, Teggin, and Sam at
> Virginia Tech. They said that in one sense Assignments and Portfolios are
> alike in that students upload files to both, but Assignments is all about the
> submission, while Portfolio is more about the process.
> Clay has reminded us that the needs that have been captured in Portfolios
> could, in the future, be met from different contexts, since tool boundaries
> will not be the same in 3.0. While it may be that the goals of a person
> interested in capturing evidence that a student has met certain objectives is
> different than one who just wants to give them an 87%, it's likely that they
> share some common needs that only fork off at a certain point. This is why
> embodying clusters of needs as persona has been useful for our project: it's a
> tool for helping us to see when Jane and Lisa have the same basic common
> needs, only Lisa needs a little more, or when Mark needs a completely
> different interface from Tammi.
> While there is a part of me that wants to narrow focus, I know that we'd
> likely miss a great opportunity if we did. If we design interface for
> describing a learning activity, there are likely hooks into learning
> objectives that we need to plan for. Would an interface for grading a student
> submission be the same as that used for one evaluating it as part of a
> student's portfolio, or would it be radically different?
> I think that there are three ways we can start to build this understanding.
> 1) touch base with the folks who are thinking about OSP for 3.0 (Noah, Beth)
> 2) review the learning capabilities work that the T&L community is doing
> 3) find out about VT's latest interviews since January
> After this, we may either need to add a persona, or it's possible that some of
> the existing persona might think more about objectives.
> What do people think?
> Keli Amann
> User Experience Specialist
> Academic Computing Services,
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Steven Foehr
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