All of the readings this week gave me a lot of pause. I kept stopping and reflecting on my experiences with ePortfolios in class. As I mentioned before, I have had a lot of ups and downs with them in class. It never really stuck. In all honesty, they were something the kids endured until it was over. The concept of CSLE+ COVA (Harapnuik, Thibodeaux, & Cummings, 2018) in the reading has been very helpful. They are things I have danced around, played with, tried out and worked with for years. The problem was that the things I was doing was taken from all of the things I had learned and seen, but not with a clear strategy. That has changed this year. Part of it was out of necessity. Part of it is really lucky timing. I tend to be pulled from class a lot for a variety of things. A lecture based format just doesn't work in my class. I have to be there to lecture and lead learning. This year, I gave up even more control than ever before. I did so from day 1, twelve days before our 5303 course started. I know that ePortfolios will play a large role in their success this year. I've was struggling with getting the students to employ methods that helped them move past "enduring" portfolios. Reflection is a key component. This is not new. There is plenty of research to support it. (Barrett & Richter, 2007), and how to implement it in a portfolio (Harapnuik, Thibodeaux, & Cummings, 2018). The question that has been nagging at me is the same one that has nagged me for months now in a different arena. I love participating in Twitter Chats. They are a great way to connect with other educators who are passionate about learning and sharing. For those new to the concept, a Twitter chat is typically a 1 hour moderated session where the moderator poses questions or thoughts for discussion. Usually, there are about 6 questions every 10 minutes or so. During the chat, participants share ideas, ask questions, and learn. It can be fast paced and frenzied. In fact, it's much like trying to drink from a fire hose.
Anyway, about 6 months ago, I just stopped typing midway through one and watched. Everyone was offering answers to the question posed. They were "liking" posts, and sometimes replying with "Amen" or "Great idea". But in all reality, they were all single posts. Everyone was talking, but who was listening. It bugged me. Since then, I've been very intentional about not answering the prompt initially and instead focus on replying to people and trying to get at least two more replies back and forth. I'm trying to start some conversations. In all of the portfolio reflections in my class, as the students are posting, who is giving feedback. Yes, reflecting is the start of deeper learning. You need to be introspective first to be open to learning and development. But if you stop there, then isn't in danger of becoming just an echo chamber? In my class, I make my students frequently seek out others for feedback on their designs. The designer can only see what the designer can see. You can't see your blind spots. By seeking feedback from others, especially those different from you, we get new perspectives and better designs. In all of this self reflection, how do we build in genuine feedback for growth? I feel this will be key to sustainability for my students. Works Cited Barrett, H., & Richter, J. (2007, March). Why Reflect? Retrieved September 2018, from Reflection4Learning: https://sites.google.com/site/reflection4learning/why-reflect Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Choice, Ownership, and Voice through Authentic Learning.
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About 5303This course is the second in the Masters of Education in Digital Leading and Learning at Lamar University. The focus of the course in developing and learning about ePortfolios in education. ArchivesCategories
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