6 Sept | Portfolios for Higher Education
// Reading reflection + submit a slide with your selected design process model | DUE: 9/6 Reading Reflection [2]
Sarah Klein
9/3/2016 09:25:03 am
A key goal of education is to help people have agency over themselves by understanding themselves and their connection to others. We don’t understand our unique selves unless we participate, take action, and examine our natures and how we connect to the public. Therefore, creativity is key to understanding our lives.
Nick Lewis
9/4/2016 04:38:07 pm
The reading this week uses a lot of words to make a fairly simple point. The driving question is, should the information people use to assess themselves be combined with the information they present to be assessed and what type of information is this? Assessments for others might be for university admissions, business hires, etc. Typically, these types of assessments are done using a resume, CV, or other list of data, skills, and accomplishments. The author is trying to make a case for something more, that might be characterized in this scenario between two people deciding whether to hire someone. "Michael looks great on paper! Impeccable credentials! But what kind of person is he…?" I think most people would agree that this “But…” contains important information that goes beyond credentials. It's hard to imagine someone saying, "oh well, who cares what kind of person he is! He's a pro java programmer." Yet, in the real world the author is making the case that many assessments do not take this information into account. I enjoyed the list near the end of the article expressing some of the things assessors might miss if they focus solely on impersonal data. Questions such as, are your rankings/scores or whatever informed by your own experiences? Sure you can DO it, but does that ability resonate with you and your values as a person? Do your skills match your values? How does your knowledge fit in with larger ideas about what it means to be a particular person, such as a student, or teacher, or any other job position? I think the crux of the argument is that if this information is important in decision making, and this information can be captured by a person or student’s self-reflections and documentation of their learning over time. Since this info seems important, educational establishments should help students create such portfolios that capture personal learning alongside traditional objective data.
Tom Garncarz
9/5/2016 08:16:54 am
Throughout the course of the reading, Cambridge addresses the sometimes-nebulous concept of authenticity with regard to the education practice of creating a portfolio. Through addressing two primary classifications of portfolios – the personalized portfolio and the standardized portfolio – Cambridge considers how these practices can both express a certain level of authenticity, thereby heightening students’ potential learning within either context. The first of these portfolio types, the personalized portfolio is described as something of a reflective device, with which students are allowed the opportunity to collect and synthesize their work and experience over the course of an extended period of time. This synthesis and the storytelling process that it suggests allow students the opportunity to learn from reflection, and in doing so, experience a sort of self-discovery that supplements their learning experience.
Natalya Buchwald
9/5/2016 11:23:43 am
Amanda Johnson
9/5/2016 01:27:08 pm
Cambridge describes how eportfolios can be a way for individuals to craft their identity and assess their learning, but it also has a purpose beyond the individual. Eportfolios can be a way for learners to engage in political action, establish social norms, and enhance freedom. Cambridge describes the importance of eportfolios in promoting and fostering authenticity and integrity. He describes authenticity as a process in which the self expresses its true nature and creativity.
Bria Best
9/5/2016 02:44:03 pm
E-Portfolios for Lifelong Learning and Assessment examine the place of individual reflection in relation to social institutions, arguing against a definitive separation between individual and institution. Cambridge scrutinizes two cases a personalized and a standardized e-portfolio, and uses these examples to illustrate authenticity and integrity. However, I would argue that he is truly investigating intent and audience, and struggling with how to merge the audience of a personalized and standardized portfolio.
Lily Kim
9/5/2016 03:36:00 pm
Cambridge began his case by stating that in order to foster lifelong learning experiences, it was important for people to evolve their understanding of themselves, their capabilities and their connections to other people. The case for e-portfolios supports a goal of documenting process and learning as a goal over time rather than results and criteria. He also was careful to point out that e-portfolios fell into larger systems where bridging the distant interactions with institutions would still be a difficulty. To summarize Cambridge, he made a case that portfolios would help the assessment of a person beyond their credentials, abilities and accomplishments. The idea that someone else would not know who you are until they have seen what you have done was an interesting idea. 9/5/2016 08:34:26 pm
Personalized EPortfolios, what a beautiful opportunity to put learning into the hands of the learner.
Stephanie Liao
9/5/2016 09:15:54 pm
The Eportfolios reading by Cambridge discussed the authenticity surrounding portfolios. Portfolios are generally created to communicate an individual’s understanding of certain topics. A person can either define the learning themselves which results in a personalized portfolio or adhere to a standard defined by an institution and create a standardized portfolio. Cambridge goes in depth on the strengths and weaknesses of both types but concludes that the two types of portfolios complement each other.
Miki Nobumori
9/5/2016 11:16:38 pm
In Eportfolios for Lifelong Learning and Assessment, Darren Cambridge states that eportfolios have the potential for individuals to express their identity from both a personal and social context and enable self-development and institutional innovation, all while articulating authenticity. He highlights the value of authenticity in eportfolios as a way for individuals to liberally self-express, as well as demonstrate self-transformation in connection with academics and social experiences. While I agree with Cambridge that authenticity is a one of the key cultural ideals to the structure of eportfolios, authenticity as a requirement implies standards that I see as a challenge for individuals to portray genuine authenticity, as it raises expectations for individuals to portray themselves as organized and self-established as possible in order to compete with the mass.
Aliya Blackwood
9/5/2016 11:41:07 pm
Aliya Blackwood
Cory Bird
9/5/2016 11:44:07 pm
As educational processes evolve and shift to a state in which students must establish their own identity, a notion to move towards a more authentic evaluation system is gaining traction. In “The Potential of Portfolios for Individual and Social Transformation” Cambridge claims that eportfolios allow students to better convey their credentials to companies, higher education institutes, employers, etc. On top of this, eportfolios also require a certain level of self-reflection which coincides with the ideal system of lifelong and connected learning.
Eunsol Byun
9/5/2016 11:44:21 pm
In the preface, Cambridge defines the purpose of education as “enabling individuals to have agency in the world through their evolving understanding of themselves, their capabilities, and their connections to others.” Eportfolios can be the agent that can keep track of each individual’s development and bridge to the world. Cambridge presents two cultural ideals in eportfolios: authenticity and integrity. Authenticity in eportfolio practice is to truly understand oneself. Through the process of expressing one’s unique points, he or she can fully understand one’s nature. And eportfolio will aid in many ways to ponder about what value one holds, to deliver them in a thoughtful way, and to eventually define oneself.
Jordan Marks
9/5/2016 11:53:19 pm
Cambridge discusses two common approaches to portfolios, personal and standardized, and how each of these supports authenticity and integrity that are important to lifelong learning. He makes the argument that authenticity is both an individual and a social ideal – we should understand and be true to ourselves, but we should understand that the idea of “who we are” is continually shaped by our social experiences. He presents the idea that neither of these approaches neglects the need for an individual to express authenticity: the personal portfolio allows a person to tell their personal story directly while the standardized portfolio does not allow somebody to be discredited or judged based on this personal story, so it supports it indirectly.
Rohan
9/6/2016 05:27:49 am
Darren lays emphasis on the fact that we do not really understand our unique selves or participate fully in life until we express our natures. This expression of ours gives life a definitive state. By expressing who we are, we define ourselves.
Annie Kim
9/6/2016 06:36:03 am
In the selected reading, Cambridge discusses the concept of authenticity and integrity when it comes to creating a portfolio of work. Traditionally, authenticity “has been critiqued from a range of political perspectives, rendering it problematic as a cultural ideal and a focus of educational practice” (11); however, by considering the role of the social and reconceptualizing authenticity, we can address old criticisms.
charleen Yang
9/6/2016 10:11:04 am
The reading of EPortfolios and Identity talks about the two types of portfolio. One is focus on Authenticity, the other is standardized. Both of the methods help the self-realization of each individuals. This article use compare and contract method to discuss the authenticity method, what its origin is, why it is good, and why it is not as good. Two examples are used, Moore’s portfolio is fully shown authenticity. His portfolio shows his course work, blog entries, photographs, and other reflection. His authentic work is also his reflection of his experience and his life. Mary Moss, on the other hand, has a standardized portfolio. It provides data and proof of her achievement. Her work, mostly, is trying to define the standards by showing her photos and videos. The standardized portfolio are usually used by teachers or institutes to make assessment. It is easy have a rubric to grade or rate the portfolio. The personalized portfolio allows the individual to decide what to what to create. The person takes fully control of the portfolio.
Yilin Ying
9/17/2016 12:38:01 am
In the reading, Cambridge mainly talks about the issue of authenticity in creating an e-portfolio------ In what style, content and structure can an e-portfolio better reflect one’s real identity ? Comments are closed.
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