_ This is the end of my first week at Seattle University and it has already been pretty exciting, primarily because I’ve had a chance to learn more about the Jesuit tradition of education. For an instructional designer interested in ePortfolios reading the 450-year-old Ignatian Pedagogical Paradigm feels like coming home. The five elements of the IPP (as outlined in Wikipedia) are:
The student needs to consider his or her own real life, family, socio-economic, cultural and political circumstances along with prior learning and points of view. Feelings and attitudes regarding the subject matter also form part of the real context for learning.
The learning experience is expected to move beyond rote knowledge to the development of the more complex learning skills of understanding, application, analysis, synthesis, and evaluation. We use the term experience to describe any activity in which in addition to a cognitive grasp of the matter being considered, some sensation of an affective nature is registered by the student.
This is the fundamental key to the paradigm. Reflection means thoughtful reconsideration of subject matter, an experience, an idea, a purpose or a spontaneous reaction, that its significance may be more fully grasped. Reflection is how meaning becomes apparent in human experience. Memory, understanding, imagination and feelings are used to perceive meaning and value in the subject matter, and to discover connections with other forms of knowledge and activity, and to understand its implications in the further search for truth and liberty.
Jesuit education is not meant to end in mere personal satisfaction. It is meant to move the learner to act. The goal is not merely to educate the mind, but to change the person into a better, more caring human with a developed conscience.
Periodic evaluation of the learner's growth is essential. It measures more than intellectual success, artistic talent, or athletic ability. Evaluation is to assess those things, but it is also to produce an awareness of the real needs yet unmet, as well as to understand the learner's own moral growth.
_ How perfectly beautiful is that? I cannot remember anything that has so closely articulated my own feeling about learning. I am looking forward to contributing to this mission.
Jodie Nicotra needed a solution for Dual Credit high school students throughout the state to turn in their writing portfolios. Currently students are turning them in through Blackboard, which has been an administrative nightmare. Jenine, Kari and I built this site in Weebly (it took about an hour) and then added a JotForm to the Submit Your Portfolio page. Weebly has form that would have accommodated the upload but we decided to go with JotForm because it will automatically send the student an email confirmation as well as sending portfolio reviewers an email with the attached file for review. Jodie seemed pretty happy with this solution.
Two days ago Jenine, Kari and I showed Rodney Frey and Jane Baillargeon the ePortfolio demo we built in Weebly using the university's five learning outcomes in the navigation. We were hoping they would see the utility of an outcomes-driven ePortfolio for assessment purposes. They seemed pretty intrigued and Rodney decided that he would pilot it in his ISEM course, Sacred Journey into Indigenous Communities - this semester. If all goes well he plans to pilot ePortfolios in all the ISEM courses in this fall. So hooray! I started working on a demo for his course yesterday and will probably get to visit the class and talk to students about the why and how of ePortfolios.
In all of my ePortfolio work I talk about using the blog as an engine for collecting evidence and tagging that evidence so that during the selection process it is easy to filter. But I never follow my own advice. So as of today (1/15/13) I am going to begin dumping things in here and see if I can train myself to get in the habit of posting something at least once a week.