Fostering Self-Determined Behaviors through ePortfolios: A student-driven eportfolio initiative and...

Fostering Self-Determined Behaviors through ePortfolios:

A student-driven eportfolio initiative and study

“To be self-determined is to endorse one’s actions at the highest level of reflection. When one is self-determined, people experience a sense of freedom to do what is interesting, personally important, and vitalizing.”

-Ryan and Deci www.psych.rochester.edu/SDT/

Richard Ryan and Edward Deci

www.psych.rochester.edu/SDT

Autonomous Behavior

To be autonomous means to act in accord with one’s self

Autonomous Behavior

It means feeling free and volitional in one’s actions.

Autonomous Behavior

When autonomous, people are fully willing to do what they are doing.

Autonomous Behavior

They embrace the activity with a sense of interest and commitment.

Autonomous Behavior

Their actions emanate from their true sense of self

Autonomous Behavior

so they are being authentic.

Controlled Behavior

When controlled, people act without a sense of personal endorsement.

Controlled Behavior

Their behavior is not an expression of the self for it is subjugated to the controls.

Controlled Behavior

In this condition, people can reasonably be described as alienated.

Autonomous = AuthenticityControlled = Alienation

Edward L. Deci, Why We Do What We Do, Understanding Self-Motivation,(1996) New York, New York, Penguin Books

• eportfolio as tool for reaching Tipping-Point from extrinsic (instructor-led) motivation to intrinsic (student-led) self-determined learning behaviors

• student recognizing and creating own learning experiences and opportunities for reflection in all areas of life

• student selecting, collecting, reflecting on, and connecting non-required artifacts outside of classroom eportfolio

Extrinsic Motivators• Explicit requirements, instructions, goals, and

expectations from instructor• Deadlines• Grades• Extra Points (Rewards) and Point Deductions• Instructor Feedback• Peer Feedback• Feedback from experts outside of the classroom• Training and Support• Instructor maintains own eportfolio• Provide examples of other student eportfolios• Provide reflection prompts and rubric• Create template for required content and reflection• Student freedom with design and look of eportfolio• Student eportfolio showcases• Recognition and Rewards

Self-Determined Behaviors (motivators are intrinsic)• Autonomy

• Self-regulated activity• Responsibility and ownership• Student-led reflection and prompts

• Competency• Demonstrated mastery of skill or concept• Self-awareness of demonstrated mastery

• Relatedness• Making knowledge connections to all areas of life

– academic, professional, personal• Finding social relevance in course and program

content and assignments

eportfolio

Extrinsic

Intrinsic

Nancy Wozniak, Stony Brook University, 2010SBU ePortfolio Implementation and Study - http://stonybrook.digication.com/sbu_eportfolio/SBU_ePortfolio_Study

• natural, unstructured formation of student community and collaboration

• eportfolio as tool for reaching Tipping-Point from extrinsic (instructor-led) motivation to intrinsic (student-led) self-determined learning behaviors

• student recognizing and creating own learning experiences and opportunities for reflection in all areas of life

• student selecting, collecting, reflecting on, and connecting non-required artifacts outside of classroom eportfolio

Extrinsic Motivators• Explicit requirements, instructions, goals, and

expectations from instructor• Deadlines• Grades• Extra Points (Rewards) and Point Deductions• Instructor Feedback

• Peer Feedback• Feedback from experts outside of the classroom• Training and Support• Instructor maintains own eportfolio• Provide examples of other student eportfolios• Provide reflection prompts and rubric• Create template for required content and reflection• Student freedom with design and look of eportfolio• Student eportfolio showcases• Recognition and Rewards

Self-Determined Behaviors (motivators are intrinsic)• Autonomy

• Self-regulated activity• Responsibility and ownership• Student-led reflection and prompts

• Competency• Demonstrated mastery of skill or concept• Self-awareness of demonstrated mastery

• Relatedness• Making knowledge connections to all areas of life

– academic, professional, personal• Finding social relevance in course and program

content and assignments

eportfolio

Extrinsic

Intrinsic

Nancy Wozniak, Stony Brook University, 2010SBU ePortfolio Implementation and Study - http://stonybrook.digication.com/sbu_eportfolio/SBU_ePortfolio_Study

• natural, unstructured formation of student community and collaboration

Stony Brook Study

  • Do authentic learning methods

facilitated through the use of eportfolios have a positive impact on student self-determined behaviors?

Methods of Measurement

• Pre and Post test measuring self-determined behaviors

• Intensity, Frequency and Duration rubric measuring eportfolio activity

• Student interviews and focus groups

Student ePortfolio Consultants lead the drive to teach students and faculty about the importance of reflection in the eportfolio learning process.

stonybrook.digication.com/egiminez

As I begin to work on my ePortfolio I began to understand how this could be beneficial to anyone. An ePortfolio is a living showcase of your work. It is an easy way to store all your projects and showcase them for others to see. It also gives a personal touch that something like a resume can't. ePortfolios allow you to elaborate extensively on what work you have done including writing reflections on what you did. You can also display class projects and things you have written.

http://stonybrook.digication.com/ansuejacob

http://stonybrook.digication.com/ahrum_kim

http://stonybrook.digication.com/sourav.tamang1

Meta-cognating Murray

Student ePortfolio Consultants conduct classroom training sessions and workshops. Eda designed Meta-cognating Murray used to promote reflection in student eportfolios.

ePortfolio consultants in charge of Change the World Student ePortfolio Showcase during Stony Brook Spring Colloquium on May 14th

stonybrook.digication.com/spring_colloquium/About_the_Showcase

ePortfolio student consultants pick featured eportfoliosstonybrook.digication.com/portfolio/directory.digi

Student consultants design newsletter and Galaxy of Stars page

Featured eportfolios screens designed by student consultants shown on SCALA monitors in SINC sites (student computer labs)

Join our Facebook group called Spotlight on ePortfolios, our fan page on Facebook called Stony Brook ePortfolios, follow our Twitter page and join our Spotlight on ePortfolios group at LinkedIn!

Student consultants conduct focus groups with students using eportfolios in courses

ePortfolio Consultants presenting at colloquium in May

Nancy Wozniak, M.A. Learning Architect and ePortfolio Program Manager

Stony Brook UniversityThe Faculty Center

S1464 Melville LibraryStony Brook, NY 11794-3350

631-632-2781nancy.wozniak@stonybrook.edu

stonybrook.digication.com/nancywozniak