Pub Date : 2019-05-31DOI: 10.5206/CJSOTL-RCACEA.2019.1.7994
S. Zakani, J. Kaupp, Roderick Turner, B. Frank
One of the key steps when developing pathways between baccalaureate and diploma programs is comparing learning goals between the programs. This paper presents application of a seven-dimensional framework (cognitive process, transferability, depth of analysis, interdependence, question novelty, scaffolding and communication) to analyze the implicit learning outcomes in 11 of Ontario’s post-secondary programs in engineering and engineering technology. We collected 319 calculus questions (179 from six technology programs and 140 from five engineering programs) and 205 physics questions (122 from two technology programs and 83 from four engineering programs). Content specialists assessed each question in the first four of these dimensions, and instructors from the participating institutions scored random questions from their own disclosed questions on the remaining dimensions. Analysis of scaffolding in physics questions showed that engineering questions mostly required the students to choose from or synthetize a range of approaches while technology questions often required the students to use a specific approach. The study found that technology programs focused more on discipline-specific physics concepts and their applications than physics courses in engineering. Calculus questions from both sectors mostly required application of mathematical concepts in non-contextualized scenarios or a general engineering context, with no significant difference in question novelty, scaffolding and level of communication. From a credits perspective, these results suggest that direct credit for bidirectional transfers may be warranted, and that small bridging learning modules targeting missing outcomes may be able to support efficient transfer pathways.
{"title":"Analyzing Implicit Science and Math Outcomes in Engineering and Technology Programs","authors":"S. Zakani, J. Kaupp, Roderick Turner, B. Frank","doi":"10.5206/CJSOTL-RCACEA.2019.1.7994","DOIUrl":"https://doi.org/10.5206/CJSOTL-RCACEA.2019.1.7994","url":null,"abstract":"One of the key steps when developing pathways between baccalaureate and diploma programs is comparing learning goals between the programs. This paper presents application of a seven-dimensional framework (cognitive process, transferability, depth of analysis, interdependence, question novelty, scaffolding and communication) to analyze the implicit learning outcomes in 11 of Ontario’s post-secondary programs in engineering and engineering technology. We collected 319 calculus questions (179 from six technology programs and 140 from five engineering programs) and 205 physics questions (122 from two technology programs and 83 from four engineering programs). Content specialists assessed each question in the first four of these dimensions, and instructors from the participating institutions scored random questions from their own disclosed questions on the remaining dimensions. Analysis of scaffolding in physics questions showed that engineering questions mostly required the students to choose from or synthetize a range of approaches while technology questions often required the students to use a specific approach. The study found that technology programs focused more on discipline-specific physics concepts and their applications than physics courses in engineering. Calculus questions from both sectors mostly required application of mathematical concepts in non-contextualized scenarios or a general engineering context, with no significant difference in question novelty, scaffolding and level of communication. From a credits perspective, these results suggest that direct credit for bidirectional transfers may be warranted, and that small bridging learning modules targeting missing outcomes may be able to support efficient transfer pathways.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"4 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82428027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-31DOI: 10.5206/CJSOTL-RCACEA.2019.1.8003
M. Schnurr, Alanna Taylor
In 2016, Dalhousie University’s Research Ethics Board created an interdisciplinary working group to identify the key ethical challenges of SoTL research, with the overarching aim of recommending best practices and communicating these to researchers in order to support and expand the conduct of ethically sound SoTL research. This essay reflects on the lessons learned through this process and shines a light on the three most contentious arenas that emerged: using class time to conduct SoTL research, integrating Students Ratings of Instruction (SRI) into SoTL, and incorporating student work as a data source. This essay contributes to the emerging conversation around ethical SoTL research in two important ways. First, we argue for more lenient REB protocols that encourage SoTL research by exposing how restrictive interpretations of key issues serve as obstacles for student-centered research. Second, we introduce new tools designed to address these impediments, including the first-ever interactive user guide. The overarching aims of this essay are (a) to help SoTL researchers navigate this complex terrain, and (b) to encourage other Canadian REBs to consider implementing more permissive regimes.
{"title":"Bridging the Gap between the Research Ethics Board and the Scholarship of Teaching and Learning","authors":"M. Schnurr, Alanna Taylor","doi":"10.5206/CJSOTL-RCACEA.2019.1.8003","DOIUrl":"https://doi.org/10.5206/CJSOTL-RCACEA.2019.1.8003","url":null,"abstract":"In 2016, Dalhousie University’s Research Ethics Board created an interdisciplinary working group to identify the key ethical challenges of SoTL research, with the overarching aim of recommending best practices and communicating these to researchers in order to support and expand the conduct of ethically sound SoTL research. This essay reflects on the lessons learned through this process and shines a light on the three most contentious arenas that emerged: using class time to conduct SoTL research, integrating Students Ratings of Instruction (SRI) into SoTL, and incorporating student work as a data source. \u0000This essay contributes to the emerging conversation around ethical SoTL research in two important ways. First, we argue for more lenient REB protocols that encourage SoTL research by exposing how restrictive interpretations of key issues serve as obstacles for student-centered research. Second, we introduce new tools designed to address these impediments, including the first-ever interactive user guide. The overarching aims of this essay are (a) to help SoTL researchers navigate this complex terrain, and (b) to encourage other Canadian REBs to consider implementing more permissive regimes.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"303 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73606969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-31DOI: 10.5206/CJSOTL-RCACEA.2019.1.8005
Mary G. Chaktsiris, J. Southworth
The benefits of a peer review process tend to be evaluated in terms of improvements to students’ writing. But are there reasons why instructors might want to implement peer review into their courses over and above writing development? In this study, we collected data from 30 university students on their perceptions of a peer review process. Although we found little revision of student work from draft to final paper, we were surprised to learn that students found the process useful. We found that the peer review process helped students develop non-cognitive skills. In particular, it helped them to develop (a) self-discipline, which helped with their time management, and (b) resilience in overcoming anxiety, which helped them to integrate in a social network.
{"title":"Thinking Beyond Writing Development in Peer Review","authors":"Mary G. Chaktsiris, J. Southworth","doi":"10.5206/CJSOTL-RCACEA.2019.1.8005","DOIUrl":"https://doi.org/10.5206/CJSOTL-RCACEA.2019.1.8005","url":null,"abstract":"The benefits of a peer review process tend to be evaluated in terms of improvements to students’ writing. But are there reasons why instructors might want to implement peer review into their courses over and above writing development? In this study, we collected data from 30 university students on their perceptions of a peer review process. Although we found little revision of student work from draft to final paper, we were surprised to learn that students found the process useful. We found that the peer review process helped students develop non-cognitive skills. In particular, it helped them to develop (a) self-discipline, which helped with their time management, and (b) resilience in overcoming anxiety, which helped them to integrate in a social network.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"271 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78439308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-31DOI: 10.5206/CJSOTL-RCACEA.2019.1.7992
Jordan Stouck
This paper describes a pilot blended learning format for a first-year genre-based Canadian composition course. It measures responses to the online learning materials and hybrid class schedule by comparing student writing skill perception questionnaires, teaching evaluation questionnaires, and written assignments for control and experimental groups. Findings suggest that a blended approach can offer flexibility for a wider range of learners, address larger class size concerns, and provide additional learning materials, all of which add options for composition delivery in the as-yet sparsely researched Canadian context.
{"title":"Complementary Learning: Piloting a Blended Format for Canadian Composition Courses","authors":"Jordan Stouck","doi":"10.5206/CJSOTL-RCACEA.2019.1.7992","DOIUrl":"https://doi.org/10.5206/CJSOTL-RCACEA.2019.1.7992","url":null,"abstract":"This paper describes a pilot blended learning format for a first-year genre-based Canadian composition course. It measures responses to the online learning materials and hybrid class schedule by comparing student writing skill perception questionnaires, teaching evaluation questionnaires, and written assignments for control and experimental groups. Findings suggest that a blended approach can offer flexibility for a wider range of learners, address larger class size concerns, and provide additional learning materials, all of which add options for composition delivery in the as-yet sparsely researched Canadian context.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"243 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73587898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-31DOI: 10.5206/CJSOTL-RCACEA.2019.1.7998
Denise Stockley, Ronald A. Smith, Arshad Ahmad, Amber Hastings Truelove
The 3M National Teaching Fellowship (3MNTF) has been part of the Canadian higher education landscape for the past 31 years and has grown to be a community of 328 fellows, with up to ten more being added each year. As part of the 30-year anniversary of the Fellowship, we initiated a study to understand its impacts on the higher education community by examining the effect that the Fellowship has had on individual winners, the influence that fellows have been able to exert in their institutions after being awarded the 3M Fellowship, and the influence that the 3M National Teaching Fellowship program has had nationally and internationally. To identify the various impacts of the 3MNTF, we conducted focus groups with the 2012 cohort, 3M retreat facilitators and coordinators, and the representative from 3M Canada, as well as the new fellows from the 2013 cohort. In 2014, we conducted two focus groups with senior university administrators and educational developers. In 2015, we developed and administered an online survey to faculty, administrators, educational developers, and students at a number of Canadian universities. We found that the 3M is one of the most recognizable teaching awards in Canada’s higher education landscape. The structure of the fellowship has helped to shape local and international teaching awards, while individual fellows often provide mentorship to future leaders in education.
{"title":"Making a Difference: Three Decades of Canada’s Only National Teaching Award","authors":"Denise Stockley, Ronald A. Smith, Arshad Ahmad, Amber Hastings Truelove","doi":"10.5206/CJSOTL-RCACEA.2019.1.7998","DOIUrl":"https://doi.org/10.5206/CJSOTL-RCACEA.2019.1.7998","url":null,"abstract":"The 3M National Teaching Fellowship (3MNTF) has been part of the Canadian higher education landscape for the past 31 years and has grown to be a community of 328 fellows, with up to ten more being added each year. As part of the 30-year anniversary of the Fellowship, we initiated a study to understand its impacts on the higher education community by examining the effect that the Fellowship has had on individual winners, the influence that fellows have been able to exert in their institutions after being awarded the 3M Fellowship, and the influence that the 3M National Teaching Fellowship program has had nationally and internationally. To identify the various impacts of the 3MNTF, we conducted focus groups with the 2012 cohort, 3M retreat facilitators and coordinators, and the representative from 3M Canada, as well as the new fellows from the 2013 cohort. In 2014, we conducted two focus groups with senior university administrators and educational developers. In 2015, we developed and administered an online survey to faculty, administrators, educational developers, and students at a number of Canadian universities. We found that the 3M is one of the most recognizable teaching awards in Canada’s higher education landscape. The structure of the fellowship has helped to shape local and international teaching awards, while individual fellows often provide mentorship to future leaders in education.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"102 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88378892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-31DOI: 10.5206/CJSOTL-RCACEA.2019.1.7958
E. Marquis
{"title":"Tin Anniversaries and Teaching and Learning Scholarship: An Introduction to Issue 10.1","authors":"E. Marquis","doi":"10.5206/CJSOTL-RCACEA.2019.1.7958","DOIUrl":"https://doi.org/10.5206/CJSOTL-RCACEA.2019.1.7958","url":null,"abstract":"","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"20 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75136252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-26DOI: 10.5206/cjsotlrcacea.2022.1.10924
Awneet Sivia, S. MacMath, Vandy Britton
This paper documents research regarding the roles, practices, and identities of three faculty members who mentor teacher candidates during practicums. Using a collaborative self-study (Hamilton, 1995), the authors examine the implications of implementing “particulars of practice seminars” (POPS) where practice issues are surfaced by candidates and examined collaboratively through focused conversation. The POPS are designed to develop candidates’ authority of experience (Munby & Russell, 1994) and foster candidates’ agency in professional learning yet these aims are highly dependent upon the faculty mentors’ practices and how these seminars are conceived and enacted. Using reflections, email threads, and meetings, this self-study focuses on the authors’ conceptions of their practice, identities, and roles as faculty mentors participating in the POPS and introduces “braiding” as a metaphor to illustrate the weaving together of multiple data sources. Results include assertions regarding programmatic recommendations, faculty development, and methodological approaches used in self-study research.
{"title":"Particulars of Practice: A Collaborative Self-study of Mentoring Practicum-based Seminars","authors":"Awneet Sivia, S. MacMath, Vandy Britton","doi":"10.5206/cjsotlrcacea.2022.1.10924","DOIUrl":"https://doi.org/10.5206/cjsotlrcacea.2022.1.10924","url":null,"abstract":"This paper documents research regarding the roles, practices, and identities of three faculty members who mentor teacher candidates during practicums. Using a collaborative self-study (Hamilton, 1995), the authors examine the implications of implementing “particulars of practice seminars” (POPS) where practice issues are surfaced by candidates and examined collaboratively through focused conversation. The POPS are designed to develop candidates’ authority of experience (Munby & Russell, 1994) and foster candidates’ agency in professional learning yet these aims are highly dependent upon the faculty mentors’ practices and how these seminars are conceived and enacted. Using reflections, email threads, and meetings, this self-study focuses on the authors’ conceptions of their practice, identities, and roles as faculty mentors participating in the POPS and introduces “braiding” as a metaphor to illustrate the weaving together of multiple data sources. Results include assertions regarding programmatic recommendations, faculty development, and methodological approaches used in self-study research.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"18 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85686466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-31DOI: 10.5206/CJSOTL-RCACEA.2018.3.2
M. Petit, Nicole Monney, Christophe Gremion
Ce numéro spécial repose sur différentes études liées au portfolio numérique en enseignement supérieur. Ce texte de cadrage propose un survol des visées et des cadres de référence des articles qui y sont réunis, en plus d’établir un éventail de contextes d’implantation du portfolio numérique au Canada et en Europe. Divers enjeux émanant de cette publication sont également identifiés afin de contribuer à la réflexion de ceux qui utilisent cet outil de près ou de loin, ou qui songent à son implantation dans un cours ou un programme de formation. This special issue is based on various studies related to the digital portfolio in higher education. This scoping text provides an overview of the aims and conceptual frameworks of the articles that are brought together, as well as establishing a range of digital portfolio implementation contexts in Canada and Europe. In addition, various issues emanating from this publication are identified to contribute to the reflection of those who use this tool from near or far, or who are thinking about its implementation in a course or a training program.
{"title":"Enjeux et tensions de l’implantation et de l’utilisation du portfolio numérique en enseignement supérieur","authors":"M. Petit, Nicole Monney, Christophe Gremion","doi":"10.5206/CJSOTL-RCACEA.2018.3.2","DOIUrl":"https://doi.org/10.5206/CJSOTL-RCACEA.2018.3.2","url":null,"abstract":"Ce numéro spécial repose sur différentes études liées au portfolio numérique en enseignement supérieur. Ce texte de cadrage propose un survol des visées et des cadres de référence des articles qui y sont réunis, en plus d’établir un éventail de contextes d’implantation du portfolio numérique au Canada et en Europe. Divers enjeux émanant de cette publication sont également identifiés afin de contribuer à la réflexion de ceux qui utilisent cet outil de près ou de loin, ou qui songent à son implantation dans un cours ou un programme de formation.\u0000This special issue is based on various studies related to the digital portfolio in higher education. This scoping text provides an overview of the aims and conceptual frameworks of the articles that are brought together, as well as establishing a range of digital portfolio implementation contexts in Canada and Europe. In addition, various issues emanating from this publication are identified to contribute to the reflection of those who use this tool from near or far, or who are thinking about its implementation in a course or a training program.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"14 3","pages":""},"PeriodicalIF":0.5,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72540246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-31DOI: 10.5206/CJSOTL-RCACEA.2018.3.3
A. S. Hanbidge, Colleen McMillan, Kyle Scholz
The potential of ePortfolios is derived from a learner’s ability to synthesize learning experiences to better understand how seemingly disparate modalities are connected (Alvarez & Moxley, 2004; Chen, 2009). This is best accomplished through a program-wide implementation of ePortfolios, including providing time for self-directed learning opportunities to become accustomed to the self-reflective practice and online technology. Nonetheless, it remains challenging for program-wide ePortfolios to exist effectively due to the commitment and resources required (Posey, Plack, Synder, Dinneen, Feuer, & Wiss, 2015; Sidell, 2003). Our study examines one approach to alleviate logistical and pedagogical issues that emerge when considering program-wide implementations of an ePortfolio, namely, thorough integration of the ePortfolio within the program. We examine the efficacy of an ePortfolio assignment situated within the online Master of Social Work program at Renison University College that was informed by Bernstein’s learning theory. As part of the program capstone, the ePortfolio is intended to be a synthesizing and culminating learning experience, wherein learners develop their professional self. It is a scholarly and creative collection of diverse artefacts accumulated through course work, a field practicum, and practical experiences. We distill the features and processes that make this ePortfolio assignment unique. Core professional social work competencies are embedded within the ePortfolio and learners are expected to continually reflect on their learning experiences and explicitly connect them to the competencies. Such evidence of learning helps students demonstrate their competence to future employers, and allows for program evaluation to assess student proficiency. Learner-reported survey data collected through focus groups and reviewer surveys are analyzed using a thematic analysis on the effectiveness of the ePortfolio for future careers, as well as the ePortfolio’s ability to encourage the intended outcome of synthesizing all aspects of the capstone experience. Multiple pedagogical benefits exist for incorporating an ePortfolio into a professional program. Le potentiel des ePortfolios dérive de l’aptitude d’un apprenant à synthétiser ses expériences d’apprentissage afin de mieux comprendre comment des modalités qui semblent disparates sont connectées (Alvarez & Moxley, 2004; Chen, 2009). Le meilleur moyen d’y parvenir est de faire appel à la mise en oeuvre d’un ePortfolio à l’échelle des programmes, y compris le fait de consacrer du temps pour des occasions d’apprentissage auto-dirigées afin de s’habituer à la pratique d’auto-réflexion et à la technologie en ligne. Toutefois, l’existence efficace des ePortfolios à l’échelle des programmes reste difficile à cause des obligations et des ressources qui sont nécessaires (Posey, Plack, Synder, Dinneen, Feuer & Wiss, 2015; Sidell, 2003). Notre étude examine une approche qui permet de réduire les prob
电子作品集的潜力来源于学习者综合学习经验的能力，以更好地理解看似不同的模式是如何联系在一起的(Alvarez & Moxley, 2004;陈,2009)。要做到这一点，最好是在整个项目范围内实施电子作品集，包括为自主学习提供时间，让他们习惯于自我反思的实践和在线技术。尽管如此，由于所需要的承诺和资源，整个项目范围内的电子投资组合有效存在仍然具有挑战性(Posey, Plack, Synder, Dinneen, Feuer， & Wiss, 2015;塞德尔先生,2003)。我们的研究探讨了一种方法，以减轻后勤和教学问题出现时，考虑在整个项目范围内实施的电子投资组合，即全面整合电子投资组合内的计划。我们研究了雷尼森大学学院在线社会工作硕士项目中的电子作品集作业的有效性，该项目受到伯恩斯坦学习理论的启发。作为项目顶点的一部分，ePortfolio旨在成为一个综合和最终的学习体验，学习者在其中发展他们的专业自我。这是一个学术性和创造性的集合，通过课程学习、实地实习和实践经验积累了各种各样的文物。我们提炼了使这个ePortfolio分配独一无二的特征和过程。核心专业社会工作能力被嵌入到ePortfolio中，学习者需要不断反思他们的学习经历，并明确地将其与能力联系起来。这些学习的证据可以帮助学生向未来的雇主展示他们的能力，并允许项目评估来评估学生的熟练程度。通过焦点小组和评审员调查收集的学习者报告的调查数据，使用专题分析来分析ePortfolio对未来职业的有效性，以及ePortfolio促进综合顶点经验的所有方面的预期结果的能力。将电子作品集整合到专业课程中存在多种教学益处。组合的潜力决定了组合的能力决定了组合的能力决定了组合的能力决定了组合的能力决定了组合的能力决定了组合的能力决定了组合的能力决定了组合的能力决定了组合的能力决定了组合的能力决定了组合的能力决定了组合的能力决定了组合的能力决定了组合的能力决定了组合的能力决定了组合的能力决定了组合的能力(Alvarez & Moxley, 2004;陈,2009)。“新技术的发展”是指“技术的发展”，“技术的发展”是指“技术的发展”，“技术的发展”是指“技术的发展”，“技术的发展”是指“技术的发展”。图特福斯，“存在效率”，“电子档案”，“电子档案”，“电子档案”，“电子档案”，“电子档案”，“电子档案”，“电子档案”，“电子档案”，“电子档案”，“电子档案”，“电子档案”，“电子档案”塞德尔先生,2003)。4 .审查一种方法，如允许使用一种方法，如解决问题，如使用一种方法，如使用一种方法，如使用一种方法，如使用一种方法，如使用一种方法，如使用一种方法，如使用一种方法，如使用一种方法，如使用一种方法，如使用一种方法，如使用一种方法，如使用一种方法，如使用一种方法，如使用一种方法，如使用一种方法，如使用一种方法，如使用一种方法，如使用一种方法，如使用一种方法，如使用一种方法，如使用一种方法，如使用一种方法，如使用一种方法，如使用一种方法。在法国雷尼松大学(l ' university itole college Renison)，伯恩斯坦(Bernstein)学徒的职业生涯和职业生涯的职业生涯。在培训课程中，我们将培训学员在综合培训前完成培训，培训学员在培训前完成培训，培训学员在培训前完成培训。这是“agit d 'un recil de travaux savants et cracatives”，“积累的samas”，“累积的samas”，“累积的samas”，“累积的samas”，“累积的samas”，“累积的samas”，“累积的samas”，“累积的samas”，“累积的samas”，“累积的samas”，“累积的samas”，“累积的samas”，“累积的samas”。Nous distillons les caracacimristiques et les process quente独特的cette che de pracimparation d 'un ePortfolio。Les compacementes professionnelles de base en travail social sont合并了sames au sein du portfolio和Les学徒sont cents，例如，samacementes和continuelement，例如，samacementes和expentence，例如，samacementes和connecter explentement，例如，samacementes。untelle preve d '学徒助理les samutuans (samutuans)、samuetans (samuetans)、samuetans(未来雇主)、etfait en sorte que leuversamuressite peut (être samuversamuresgrance)、samuveratresda(计划)。不确定的交换条件包括交换交换条件下的交换条件、交换交换条件下的交换条件、交换交换条件下的交换条件、交换交换条件下的交换条件、交换交换条件下的交换条件、交换交换条件下的交换条件、交换交换条件下的交换条件。组合能力(aptitude du ePortfolio)鼓励不确定的合成的- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -将会有许多优势存在于与项目组合和方案专业人员相结合的职业生涯中。
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Pub Date : 2018-12-31DOI: 10.5206/cjsotl-rcacea.2018.3.7
C. Boucher, Geneviève Lameul, Hugues Pentecouteau
Le développement des compétences professionnelles oriente les politiques d’établissements universitaires français, plus particulièrement depuis la loi relative aux libertés et aux responsabilités des universités de 2007. Ce terrain est d’autant plus favorable à la mise en place d’eportfolios avec la volonté d’intégrer des technologies numériques. Ces injonctions institutionnelles s’accompagnent rarement d’un discours pédagogique (Houot, Issenmann et Nowakowski, 2013). L’eportfolio montre alors, dans ses fonctions et ses usages, de multiples facettes (Salinas, Marín et Escandell, 2013 ; Siampou & Komis, 2011). Mettant l’accent sur les processus, il sous-entend le développement d’une démarche réflexive (Loisy et Lison, 2013), mais à certaines conditions (Bibeau, 2007 ; Naccache, Samson et Jouquan, 2006). Cet article permet de documenter cette place accordée à la fonction réflexive de l’eportfolio par les parties prenantes à sa mise en place. L’étude a été menée en 2016-2017 auprès de sept établissements de l’enseignement supérieur. Trente-huit enseignants-chercheurs, ingénieurs de formation, formateurs, porteurs de projets et étudiants ont fait part de leur expérience lors d’entretiens semi-directifs. Tout d’abord, des eportfolios mis en place visent le développement de la réflexivité des étudiants sur leurs apprentissages et leurs pratiques. Les modalités d’autorisation d’accès influencent la possibilité d’exercer une réflexivité, surtout lorsqu’il faut peser entre la promotion et la protection de soi. Enfin, la facilité d’usage de l’eporfolio est essentielle. Sans elle, le risque est de freiner la réflexivité ou d’entrer en contradiction avec la démarche : en d’autres termes, mettre en place un eportfolio ne garantit pas une pratique réflexive (Garnier & Marchand, 2012). The development of professional skills has been guiding French university policies, especially since the 2007 Loi relative aux libertés et aux responsabilités des universités (LRU, Law on the Liberties and Responsibilities of Universities). The will to integrate digital technologies makes this area all the more favourable to setting up eportfolios. Institutional injunctions are rarely accompanied by a pedagogical discourse (Houot, Issenmann & Nowakowski, 2013). So, the eportfolio, in the way it works and can be used, is multifaceted (Salinas, Marín & Escandell, 2013; Siampou & Komis, 2011). Emphasizing processes, it implies the development of a reflexive initiative (Loisy & Lison, 2013), but under certain conditions (Bibeau, 2007; Naccache, Samson & Jouquan, 2006). This article documents the place given to the reflexive function of the eportfolio for its implementation by stakeholders. The study was conducted between 2016 and 2017 in seven institutions of higher education. In semi-structured interviews, thirty-eight teacher-researchers, trained engineers, trainers, project holders and students shared their experiences. Firstly, the eportfolios that were set up aim for the develop
{"title":"L’expérimentation du eportfolio à l’université : questionnements autour de la réflexivité","authors":"C. Boucher, Geneviève Lameul, Hugues Pentecouteau","doi":"10.5206/cjsotl-rcacea.2018.3.7","DOIUrl":"https://doi.org/10.5206/cjsotl-rcacea.2018.3.7","url":null,"abstract":"Le développement des compétences professionnelles oriente les politiques d’établissements universitaires français, plus particulièrement depuis la loi relative aux libertés et aux responsabilités des universités de 2007. Ce terrain est d’autant plus favorable à la mise en place d’eportfolios avec la volonté d’intégrer des technologies numériques. Ces injonctions institutionnelles s’accompagnent rarement d’un discours pédagogique (Houot, Issenmann et Nowakowski, 2013). L’eportfolio montre alors, dans ses fonctions et ses usages, de multiples facettes (Salinas, Marín et Escandell, 2013 ; Siampou & Komis, 2011). Mettant l’accent sur les processus, il sous-entend le développement d’une démarche réflexive (Loisy et Lison, 2013), mais à certaines conditions (Bibeau, 2007 ; Naccache, Samson et Jouquan, 2006).\u0000Cet article permet de documenter cette place accordée à la fonction réflexive de l’eportfolio par les parties prenantes à sa mise en place. L’étude a été menée en 2016-2017 auprès de sept établissements de l’enseignement supérieur. Trente-huit enseignants-chercheurs, ingénieurs de formation, formateurs, porteurs de projets et étudiants ont fait part de leur expérience lors d’entretiens semi-directifs.\u0000Tout d’abord, des eportfolios mis en place visent le développement de la réflexivité des étudiants sur leurs apprentissages et leurs pratiques. Les modalités d’autorisation d’accès influencent la possibilité d’exercer une réflexivité, surtout lorsqu’il faut peser entre la promotion et la protection de soi. Enfin, la facilité d’usage de l’eporfolio est essentielle. Sans elle, le risque est de freiner la réflexivité ou d’entrer en contradiction avec la démarche : en d’autres termes, mettre en place un eportfolio ne garantit pas une pratique réflexive (Garnier & Marchand, 2012).\u0000The development of professional skills has been guiding French university policies, especially since the 2007 Loi relative aux libertés et aux responsabilités des universités (LRU, Law on the Liberties and Responsibilities of Universities). The will to integrate digital technologies makes this area all the more favourable to setting up eportfolios. Institutional injunctions are rarely accompanied by a pedagogical discourse (Houot, Issenmann & Nowakowski, 2013). So, the eportfolio, in the way it works and can be used, is multifaceted (Salinas, Marín & Escandell, 2013; Siampou & Komis, 2011). Emphasizing processes, it implies the development of a reflexive initiative (Loisy & Lison, 2013), but under certain conditions (Bibeau, 2007; Naccache, Samson & Jouquan, 2006).\u0000This article documents the place given to the reflexive function of the eportfolio for its implementation by stakeholders. The study was conducted between 2016 and 2017 in seven institutions of higher education. In semi-structured interviews, thirty-eight teacher-researchers, trained engineers, trainers, project holders and students shared their experiences.\u0000Firstly, the eportfolios that were set up aim for the develop","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":"116 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77270940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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