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Transcript of ePortfolio
A continuous learner will develop practical, occupation-specific knowledge, skills, and abilities, as well as have the capacity to use learning technologies to stay current, pursue professional development, and personal renewal opportunities.
Institutional Learning Outcomes
Mohawk College has defined five Institutional Learning Outcomes that identify the characteristics and attributes of a successful Mohawk graduate.
Institutional Learning Outcome #1
a communicator will communicate effectively with others of diverse backgrounds, values and personalities to develop meaningful relationships, share knowledge, manage conflict, solve problems and foster positive change
Institutional Learning Outcome # 2
a collaborator will collaborate productively across networks to enhance knowledge, generate innovative ideas, resolve challenges, and respond to change
Institutional Learning Outcome #3
a critical thinker will use creativity and problem solving skills to make informed decisions, assess risk, and take appropriate timely action
it is an evolving genre where students publically celebrate their learning process over time and contexts by collecting and reflecting on self-generated artifacts, such as documents, presentations, and projects.
Upon graduation, a Mohawk student has not only acquired the skills of their profession, but shows evidence of being a
The ePortfolio allows students to collect and showcase work that represents their progress along these five Institutional Learning Outcomes
The Institutional Learning Outcomes map to the 11 Essential Employability Skills
Reflection on how the artifact exemplifies the Communicator ILO
Reflection on how artifact exemplifies Collaborator ILO
Reflection on how artifact exemplies Continuous Learning ILO
Institutional Learning Outcome #5
A responsible citizen will apply personal, professional and social practices to promote physical, economic, mental, and emotional well-being as well as foster civic engagement.
Reflection on how artifact exemplifies being a responsible citizen
Reflection on how artifact exemplifies critical thinking ILO
HOW TO REFLECT
was the assignment?
was the significance of the assignment?
learn about myself, my learning, that will be useful for my future profession?
ePortfolios articulate who students are as complete members of a professional community
they demonstrate the professional skills, knowledge and beliefs acquired over the student's time at Mohawk
more than that, ePortfolios celebrate that student success is a rich process embodying a totality of qualities, abilities, attitudes and experiences that cross contexts and time.
Institutional Learning Outcome
is a starting point only. Students are encouraged to customize additional ePortfolios for specific needs such as job applications, school transfers, career tracking, grant applications, project reporting and more.
So begin your ePortfolio now. It's easy: Collect
Prezi created by
Dr. Christine Boyko-Head
Cambridge, D. (2010). Eportfolios for lifelong learning and assessment. NY: Wiley & Sons.
*3Dbriefing is Christine Boyko-Head's adaptation of J. Driscoll's model (1994).
Whether you are in first semester or your final semester,
-- create a mindmap for your ILO ePortfolio
-- under each ILO select 1 or 2 artifacts that showcase that ILO quality in you. For now just list them.
Consider a balance of visual and textual artifacts
Learning is only meaningful when we reflect on the impact the experience has and will have on our lives.
To practice reflective inquiry, create a written reflection (max. 250 words each) on one artifact for each ILO.
Use the 3Dbriefing model of reflection to get you started. Once you are adept at reflecting you may want to use other models.
What? Literal & Factual Level
So what? Interpretative & Analytical Level
Now what? Evaluative & Creative Level
What did this assignment ask me to do?
This question requires a summary of actions and shows that the student can identify the elements of the assignment: it's problem posing, structure, procedures and potential results.
Often students skip this question while debriefing and jump to the second level too soon. A student has to identify what the assignment/work is about before they can thoroughly interpret its significance at each sequential point.
In a written response, the what portion may consist of a few brief sentences to one very concise paragraph
So what is the significance of this assignment?
This question examines the importance of the assignment as it relates to knowledge acquisition, to the learning process, to personal development, to group dynamics, etc. It is the heart & soul of learning.
It requires students to attribute meaning to the activity and is based on their prior knowledge, their cultural beliefs, values and personalities.
It is WHY the assignment was given; yet it moves students beyond content objectives to their own personal engagement with the work.
It shows intrepretative and critical thinking skills as well as a willingness to be open-minded to new learning opportunities, understandings and ways of seeing and knowing the world.
In a written response, the so what portion will cover the majority of the text. If used in an essay, it is the body of the essay and generates the main argument to be proven.
Now what does this assignment have to do with me and my future profession?
This question will be unique for each student because it requires them to engage with the assignment and its outcomes on a personal level.
It asks them to identify relevancy to their lives, their social context, their personal development, their professional goals
It requires students to assess what happened, their agency in the process, and its relationship to their continuous learning.
This question generates customized answers because it is a creative synthesizing of the student's prior knowledge, present experience and future expectations.
In a written response, now what can form the concluding sentences or paragraph of the text. It wraps up the previous information by demonstrating relevance to a larger world view.