Pedagogy

Pedagogy

Pedagogy & Constructivism
-excerpts from IJEP article 7(1), 2017
Full journal article: http://www.theijep.com/pdf/IJEP257.pdf

ePortfolio Learning Lorenzo and Ittelson (2005) defined ePortfolios as digital collections of student-generated authentic content that include resources and multimedia elements contained in a personal space. ePortfolio learning encompasses the offering and exchange of ideas between learners and their audiences that helps learners to develop critical thinking skills and personal presence. In their research, Janosik and Frank (2013) recognized that ePortfolio used as a learning tool pushed learners to continually grow in their accomplishments. When implemented carefully, ePortfolio learning can make great contributions to student learning experiences (Bryant & Chittum, 2013). ePortfolio learning has roots in andragogy and heutagogy. The term andragogy, popularized by Knowles (1985) and building on the work of educators Alexander Kapp and Eugen Rosenstock-Huessy, introduced the idea that learners who internalized the learning process focused on how they learned, took control of the learning process on their own terms, and self-regulated their learning. Heutagogy, coined by Hase and Kenyon (2013) is defined as self-determined learning that builds upon constructivism and andragogy. Heutagogy fundamentals also include learning how one learns best, using strategies such as active and reflective learning. The learning approach proposed in this study contains aspects of andragogy and heutagogy that connect to attributes of constructivism and social constructivism, all of which contribute to the ePortfolio learning experience.

Attributes of Social Constructivism
Jonassen (1994) defined constructivism as an active process in which learners construct knowledge based on their experiences. Vygotsky’s (1978) social learning theory described further how social interaction and collaboration influence the construction of knowledge. These two theories share characteristics of Thibodeaux, Cummings, and Harapnuik ePortfolio Persistence 2 social constructivism, where learning is enhanced by layers of social interaction combined with culture and context. Additionally, social environments and social contexts further enhance the learning process by allowing learners to become involved in a community of practice. Research by Carson, McClam, Frank, and Hannum (2014) supported social constructivist learner characteristics, recognizing that ePortfolios serve as tools to “elicit associations with social pedagogies” (p. 75) wherein these associations are meant to promote social learning and connectivity within a community of learners. Eynon et al. (2014) confirmed that social pedagogies are key to learner engagement. Similarly, Jonassen (1995) identified several attributes of meaningful learning. These attributes include learning that is active, constructive, collaborative, intentional, conversational, contextualized, and reflective. Learning is impacted by these attributes and further supported by technology that consists of designs that engage learners and learning environments that promote learner initiated construction of knowledge when learners have opportunities to be socially connected with others. Jonassen (1990) stated that multiple perspectives and learner attributes contribute to meaningful learning opportunities. All of this takes place in the mind of the learner (Jonassen, 1990), and growth of mind cannot be achieved within one’s own skin alone (Bruner, 1991). Bass (2014) acknowledged that ePortfolios and social pedagogies assist learners in developing a sense of agency that is critical to building experience in their chosen field. As ePortfolio learning combines with social learning and constructivist pedagogies, this relationship could have a profound impact on ePortfolio practices used for teaching and learning.

A Learner-Centered Approach
A critical understanding of ePortfolios using social constructivist principles requires a learning approach that complements the very origins of ePortfolio learning. The learning approach in the Digital Learning and Leading (DLL) program was designed with learner-centered principles that enable a shift of control and ownership of the learning process to the learner and away from the instructor. Researchers recognize this approach as a component of a self-regulated personal learning environment where learners exercise control over the selection of tools and resources that will be gathered and disseminated through choice of content and learning tools (Buchem, 2012; Buchem, Tur, & Hölterhof, 2014; Sheperd & Skrabut, 2011). Drawing upon Dewey’s (1910) theory that reflection within the learning community deepens and complements learning, Nguyen and Ikeda (2015) acknowledge that ePortfolios can enhance the self-regulated learning process. As such, ePortfolios were acknowledged as the eleventh high-impact practice in the field of education (Center for Engaged Learning, 2016). To create such an experience for learners, Eynon et al. (2014) proposed that “the most powerful ePortfolio practice is inherently connective and integrative” (p. 8) when combined with other high-impact learning practices. Since ePortfolio practice is inherently eclectic, it deserves an equally eclectic learning foundation. In the DLL program, we developed the COVA (choice, ownership, voice, and authenticity) learning approach to give our learners the freedom to choose (C) how they wish to organize, structure and present their experiences and evidences of learning. We give them ownership (O) over the selection of their authentic projects and the entire ePortfolio process—including selection of their portfolio tools. We use the ePortfolio experiences to give our learners the opportunity to use their own voice (V) to revise and restructure their work and ideas. Finally, we use authentic (A) or real world learning experiences that enable students to make a difference in their own learning environments (Harapnuik, 2016). Subsequent paragraphs address the related literature that pertain to ePortfolio learning and the elements necessary for a learner-centered approach. We will refer to learner-centered ideas as the COVA learning approach.

Experiential Learning

Authentic Assessment

Reflective Practice

Professional Learning, ePortfolios, Pedagogy, Constructivism

The Myth of Average

I am reading Todd Rose’s book, The End of Average, where he posits that when we develop assumptions or generate conclusions based on what is considered average, and that all outside assumptions and conditions are variants of the average, we are ruling out everything individual or different. The average boils down to ONE measurement, not a range of measurements. In study after study, Rose explains that when we compare anything to the average, it is an inaccurate and false comparison. Individuality is ignored and left only to be acknowledged as an understatement. Folks have focused so much on the average that individuality became less and less important. Remember when teachers, myself included, in the classroom would say they were “color blind” for cultural inclusion and that everyone was important? Perceived by some, this idea meant that the students were “melted” together and no individuality existed. We were blind to see anything other than that. However, someone made the statement that if you are blind, you do not even notice or recognize differences in your classroom. If you are blind, you are basing this blindness off of some average that exists in your mind in which you have to compartmentalize differences because they are anything but average. This begs the question: when did average become the new norm? If we are blind to our students individual differences, are we also blind to their learning differences?

Thib Talks, Pedagogy

Research

Research-Based Articles, Books, & Studies

*Those denoted with a * symbol are those Dr. Thibodeaux recommends.
Links to Dr. Thibodeaux approved research can be found here. Take a gander at using these resources for your future projects, research, and initiatives. You may find some valuable information and lessons to be learned from the content shared below.
Most of the research contained here is within 5 years of the current year so as to keep current with the trends.
Journals are referenced in alphabetical order as per the guidelines for the APA Manual 6th edition.
Take a gander at the International Journal of ePortfolio open-source journals: http://www.theijep.com/past.cfm

ePortfolio Learning

Association of American Colleges and Universities. (2009). Emerging trends and key debates in undergraduate education. Peer Review, 11(1), 18-23. Retrieved from http://www.aacu.org/sites/default/files/files/peerreview/Peer_Review_Winter_2009.pdf
*Bass, R. (2014). Social pedagogies in ePortfolio practices: Principles for design and impact. Retrieved from http://c2l.mcnrc.org/pedagogy/ped-analysis/
Batson, T. (2013, October 30). Re: Portfolios at a crossroad [Web log message]. Retrieved from http://www.aaeebl.org/blogpost/1008436/173012/ePortfolios-at-a-Crossroads
*Batson, T. (2016, June 14). The ePortfolio challenge: If ePortfolios are so great, why aren’t more people using them? [Web log message]. Retrieved from http://aaeebl.site-ym.com/blogpost/1008436/249771/The-Edinburgh-Challenge-If-eportfolios-are-so-great-why-aren-t-more-people-using-them
*Bolliger, D. U., & Sheperd, C. E. (2010). Student perceptions of ePortfolio integration in online courses. Distance Education, 31(3), 295-314. Abstract: http://www.tandfonline.com/doi/abs/10.1080/01587919.2010.513955
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 17-192. Retrieved from https://www.ideals.illinois.edu/bitstream/handle/2142/17979/ctrstreadtechrepv01989i00481_opt.pdf?sequence=1

Buchem, I. (2012).  Psychological ownership and personal learning environments. Do possession and control really matter? Proceedings of the PLE Conference, 1-21. Retrieved from http://revistas.ua.pt/index.php/ple/article/view/1437
Buchem, I., Attwell, G., & Torres, R. (2011). Understanding personal learning environments: Literature review and synthesis through the activity theory lens. Proceedings of the PLE Conference, 1-33. Retrieved from http://journal.webscience.org/658/
Buchem, I., Tur, G., & Hölterhof, T. (2014). Learner control in personal learning environments: A cross-cultural study. Journal of Literacy and Technology, 15(2), 14-53. Retrieved from http://www.literacyandtechnology.org/volume-15-number-2-june-2014.html
*Bruner, J. (1991). The narrative construction of realityCritical Inquiry, 18, 1-21.

Bryant, L. H., & Chittum, J. R. (2013). ePortfolio effectiveness: A(n ill-fated) search for empirical support. International Journal of ePortfolio, 3(2), 189-198. Retrieved from http://www.theijep.com/pdf/IJEP108.pdf
*Center for Engaged Learning. (2016, July 27). George Kuh on ePortfolio as High-Impact Practice. Retrieved from https://youtu.be/5r9WuHB_Yo0
Clark, J. E., & Eynon, B. (2009). E-portfolios at 2.0 – Surveying the field.  Peer Review, 11(1),18-23. Retrieved from http://www.aacu.org/sites/default/files/files/peerreview/Peer_Review_Winter_2009.pdf
*Eynon, B., Gambino, L. M., & Török, J. (2014). What difference can ePortfolio make? A field report from the Connect to Learning projectInternational Journal of ePortfolio, 4(1), 95-114.

*Harapnuik, D. (2016, September 29). COVA Model [Web log]. Retrieved from http://www.harapnuik.org/?s=cova
Herrington, J., Oliver, R., & Reeves, T. C. (2003). Patterns of engagement in authentic online learning environments. Australian Journal of Educational Technology, 19(1), 59-71. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.87.971&rep=rep1&type=pdf
*Labaree, D. F. (2005). Progressivism, schools, and schools of education: An American romance. Paedagogica Historica, 41(1&2), 275-288. Retrieved from https://eric.ed.gov/?id=EJ748632
Landis, C. M., Scott, S. B., & Kahn, S. (2015). Examining the role of reflection in ePortfolios: A case study. International Journal of ePortfolio, 5(2), 107-121. Retrieved from

http://www.theijep.com/pdf/IJEP168.pdf
*Latham, G. & Carr, G. (2015). Building on authentic learning for pre-service teachers in a technology-rich environment. Journal of Learning Design, 8(3), 65-77. Retrieved from http://files.eric.ed.gov/fulltext/EJ1083744.pdf
*Meadows, C., Soper, K., Cullen, R., Wasiuk, C., McAllister-Gibson, C., & Danby, P. (2016). Shaping the future of learning using the student voice: We’re listening but are we hearing clearly? Research in Learning Technology, 24(1), 1-19. doi:10.3402/rlt.v24.30146
Retrieved from http://journals.co-action.net/index.php/rlt/article/view/30146
*November, A. (2013). Who owns the learning? Bloomington, IN: Solution Tree Press. Available for purchase at: https://www.amazon.com/s/ref=nb_sb_noss_2?url=search-alias%3Daps&field-keywords=who+owns+the+learning%3F
O’Keeffe, M. O., & Donnelly, R. (2013). Exploration of ePortfolios for adding value and deepening student learning in contemporary higher education. International Journal of ePortfolio, 3(1), 1-11. Retrieved from http://www.theijep.com/pdf/IJEP92.pdf
*Rhodes, T. L. (2011, January-February). Making learning visible and meaningful through electronic portfolios. Change: The Magazine of Higher Learning. Retrieved from http://www.changemag.org/archives/back%20issues/2011/january-february%202011/making-learning-visible-full.html
Ring, G., & Ramirez, G. (2012). Implementing ePortfolios for the assessment of general education competencies. International Journal of ePortfolio, 2(1), 87-97. Retrieved from http://www.theijep.com/pdf/IJEP62.pdf
*Rose, T. (2016). The end of average: How we succeed in a world that values sameness. New York, NY: HarperCollins Publishers. Available for purchase at: https://www.amazon.com/End-Average-Succeed-Values-Sameness/dp/0062358367/ref=sr_1_1?ie=UTF8&qid=1497751390&sr=8-1&keywords=todd+rose+the+end+of+average
Sheperd, C. E. & Skrabut, S. (2011). Rethinking electronic portfolios to promote sustainability among teachers. TechTrends: Linking Research to Practice to Improve Learning, 55(5), 31-38. Abstract: http://www.learntechlib.org/p/50559

Shroff, R. H., Deneen, C. C., & Lim, C. P. (2014). Student ownership of learning using e-portfolio for career development. Journal of Information Systems Technology & Planning, 7(18), 75-90. Abstract: http://journals.sagepub.com/doi/pdf/10.1177/0047239516672049
Shroff, R. H., Trent, J., & Ng, E. M. (2013). Using ePortfolios in a field experience placement: Examining student-teachers’ attitudes towards learning in relationship to personal value, control, and responsibility. Australasian Journal of Educational Technology, 29(2), 143-160.
*Steiner, H. H. (2016). The strategy project: promoting self-regulated learning through an authentic assignment. International Journal of Teaching and Learning in Higher Education, 28(2), 271-282. Retrieved from http://files.eric.ed.gov/fulltext/EJ1111151.pdf

*Thibodeaux, T. N., Harapnuik, D. K., Cummings, C. D. (2017). Factors that contribute to ePortfolio persistence. International Journal of ePortfolio, 7(1), 1-12. Retrieved from http://www.theijep.com/pdf/IJEP257.pdf
*Thibodeaux, T. N., Harapnuik, D. K., Cummings, C. D., & Wooten, R. (In press). Learning anytime and anywhere: Moving beyond the hype of the mobile learning quick fix. In Keengwe, J. S. (Eds.), Handbook of research on mobile learning, constructivism, and meaningful learning. Manuscript submitted for publication. Not currently available.
*Vygotsky, L. (1978). Mind in society. The development of higher psychological processes. Cambridge, MA: Harvard University Press. Available for purchase at: https://www.amazon.com/s/ref=nb_sb_noss?url=search-alias%3Daps&field-keywords=the+development+of+higher+psychology+processes
*Watson, C. E., Kuh, G. D., Rhodes, T., Penny Light, T., & Chen, H. (2016). Editorial: ePortfolios – The eleventh high impact practice. International Journal of ePortfolio, 6(2), 65-69. Retrieved from http://www.theijep.com/pdf/IJEP254.pdf

 

 

Professional Learning, Research, ePortfolios, Pedagogy, Constructivism, Social Constructivism

CSLE

Creating Significant Learning Environments (CSLE)
– Dr. Dwayne Haranuik, PhD, Lamar University
The learning environment needs to be built for the learner, not the “average” learner (Rose, 2016).

– An integrated approach to creating flexible, engaging and effective learning environments.

We design information systems, smart buildings, ecological friendly communities, learning spaces and so many aspect of our society but we unfortunately do not apply this holistic approach to designing learning environments. Apple has always designed excellent hardware but with their iPhone, iPad and the whole IOS ecosystem they gone a step further and have designed a mobile communication or networking environment that just works. If we apply a similar purposeful design to our learning environments we also can create a significant learning environment that just works.

Whether we are purposeful in its design or we just allow the circumstances to dictate its development, educators at all levels are providing some form of learning environment. Rather than allow the environment to come together on its own and respond reactively to the learning dynamics that arise I suggest that educators become proactive and create significant learning environments. If we start with a student centred approach and purposefully assemble all the key components of effective learning into a significant learning environment we can help our students to learn how to learn and grow into the people we all hope they will become.

The following mandala highlights the components that we need to consider when we are creating significant learning environments:

Creating Significant Learning Environment

Creating Significant Learning Environment

Origin and Development

The development of the Creating Significant Learning Environments (CSLE) summer institute in the summer of 2010 was a response to Abilene Christian University’s (ACU) 21st Century Vision of educating global leaders who think critically, globally and missionally. To satisfy this vision ACU faculty and staff were required to create courses based on modern instructional design principles that incorporate significant, active and collaborative learning.

Elements of Dee Finks Creating Significant Learning Experiences were combined with the foundations of Inquisitivism and years of practical experience in developing significant learning environments to result in an approach that enabled faculty to design and build a significant learning environment that facilitated engaging, active and authentic student-centered learning.

Several 5 day workshop were run from May to December of 2010 resulting in the development or redevelopment of over 30 courses.

CSLE uses Finks taxonomy and backward design principles but moves well beyond Finks focus on the classroom experience to incorporates the following factors that make up the whole learning environment:

  • Student centered
  • Ubiquitous Access & Social Networking
  • Instructional delivery formats – face2face, technology enhanced, blended, online
  • Instructional Design
  • Assessment & Evaluation
  • Academic Quality & Standards
  • Support & Infrastructure
  • Teaching roles – Didactic, Reflective, Inventive, Transformative

CSLE evolves and the CSLE workshop are re-developed after an observation of an informal learning environment 

An observation of my boys experience on a 2012 trip to Whistler and a visit to the Whistler Air Dome, commonly referred to as the foampit, reaffirmed the importance and power of formal and informal learning environments and caused me to take a more significant stand on the role that the environment and circumstances play in learning. I have been arguing since the mid 90’s that learning is dependent upon the creation of an effective learning environment and the immersion of the learner in that environment. A learning environment can be a classroom, an online course or anywhere for that matter where learning can take place. I have also argued that learning is the responsibility of the learner and that teachers are not able to make a student learn–the best that teachers can do is develop or establish the environment, immerse the student in that environment and then motivate and inspire the learner to take ownership of their learning. When learning takes place a teacher is really just the facilitator who helps the learner navigate the learning environment and process.

You can read about the informal learning environment that motivated me to formalize the CSLE approach and revise my workshops in the Significant Learning Environments post.

In 2013 and 2014 several CSLE two or four day workshops have been conducted for the general faculty, School of Health Science and the School of Business faculty at British Columbia Institute of Technology (BCIT). Because the CSLE approach is holistic it can incorporates a variety of Instructional Design approaches and can therefore be modified to suit a curriculum development process, general instruction and most recently a focus on blended and online learning.

The following resources will play an integral part in helping you plan and create your significant learning environment.

If you are comfortable working with zip files you can download the all the workshop files at one time by downloading:
CSLE workshop readings examples and worksheets.zip

Or you can access and download the individual files:

Worksheets & Form:
Worksheet-1-Learning Environment-Situational Factors
Worksheet-2-Questions for Formulating Significant Learning Goals
Worksheet-3-Procedures for Educative Assessment
3 Column Table Blank Fink Form
3 Column Table Blank Form
5 Column Table Blank Form
Weekly Schedule of Events Blank Form

Workshop Reference Text
Self-Directed Guide to Course Design – Dee Fink
LTC_learningoutcomes

Examples:
3-column table – 3 Varied Examples
3 Column table – EDUC Examples
Action Words-Blooms Taxonomy

Pedagogy, Failing Forward, CSLE, Social Constructivism

COVA

 

 

We have written Choice, Ownership, and Voice Through Authentic Learning Opportunities, which we will be referring to as the COVA eBook, to help you to create significant learning environments (CSLE) that will enable you to give your learners choice, ownership, and voice through authentic (COVA) learning opportunities. The COVA eBook is for you and in order to serve you more effectively, we are seeking your input. We need to know what is working, what we need to improve or change, and what we may need to take away or add. Our goal is to take your input and revise the COVA eBook by the summer/fall of 2018 when we plan to release a revised version of the eBook that can help you even more.

I read many books so before I commit to reading a book I like to examine a book’s table of contents, introductory chapters, and some sort of summary of the book. Therefore, to help you decide whether you wish to download the full copy of the COVA eBook we are offering you a PDF that includes the Cover, Table of Contents and first 3 chapters of the book so that you can get a sense of whether or not this book will be useful to you. The first chapter provides a context of how the COVA eBook came about; chapter two provides a context for building on the positive and operational definitions; and the third chapter provides a summary of the remainder of the book and points to the key ideas of how to make CSLE+COVA work for you, which is detailed in the remainder of the book. Download COVA eBook Preview

To download a copy of the full eBook we are simply asking you to provide your name and email address so that we can point you to the location where you can provide your input, to inform you on the progress of the COVA eBook revisions, and to point you to ongoing developments in the COVA approach. We respect your privacy and are excited to have you review our ideas and work so we will not share or sell your name or email address to anyone. You can also unsubscribe from the COVA eBook list at any time.

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COVA — is a learner centered active learning approach that gives the learner choice (C), ownership (O), and voice (V) through authentic (A) learning opportunities.

While the acronym COVA is somewhat authentic, the elements of the COVA approach to learning which include choice, ownership, and voice through authentic activities or assignments are based on well-established and widely accepted active learning principles. Similarly, the elements of Creating Significant Learning Environments (CSLE) are not new and neither is the idea of looking at learning from a holistic or broader learning environment perspective. So, when the COVA approach is combined with CSLE, you get a significant learning environment which takes into account all the key elements essential to effective active learning. Additionally, the learner has the opportunity to choose and take ownership of their own authentic learning experiences. All the variables are in place to help your learner make the meaningful connections which are so fundamental to learning. When you factor in a genuine digital learning portfolio, which we prefer to call an ePortfolio, you also give your learner the opportunity to find their voice, reflect on their experiences, express their insights, connect, and collaborate with a broader learning community. Research has shown that the assembly of existing or well-established ideas into new combinations is the foundation of most innovative work and knowledge advancement (Wuchty, Jones, & Uzzi, 2007; Duhigg, 2016).

COVA Components

Choice – Learners are given the freedom to choose (C) how they wish to organize, structure and present their learning experiences and evidence of learning. Choice also extends to the authentic project or learning experience. Choice promotes personalized learning (Bolliger & Sheperd, 2010) which includes adapting or developing learning goals and choosing learning tools that support the learning process (Buchem, Tur, & Hölterhof, 2014). It is crucial to acknowledge that the learner’s choice is guided by the context of the learning opportunity and by the instructor who aids the learner in making effective choices.

It is extremely important that this learning process is understood as guided discovery and not confused with pure discovery learning (Bruner, 1961, 1960). The research over the past 40 years confirms guided discovery provides the appropriate freedom to engage in authentic learning opportunities while at the same time providing the necessary guidance, modeling, and direction to lessen the cognitive overload (Mayer, 2004). In addition to instructor guidance, the creation of a significant learning environment will also provide guidance and structure to help direct the learner. The academic literature is rich with examples of choice which can often be referred to as learner agency, autonomy, empowerment, self-efficacy. Choice has a very long history as we can see from Dewey’s (1916) perspective from Democracy and Education:

The essence of the demand for freedom is the need of conditions which will enable an individual to make his own special contribution to a group interest, and to partake of its activities in such ways that social guidance shall be a matter of his own mental attitude and not a mere authoritative dictation of his acts. (p.352)

Ownership – Learners are given control and ownership (O) over the entire learning process including the selection of projects, the ePortfolio process, and all their learning tools. Once again we must reiterate that this ownership process is within the context of instructor guidance. The same benefits of guided discovery discussed above apply to this context as well. Constructivists, like Jonassen (1999), argue that ownership of the problem is key to learning because it increases learner engagement and motivation to seek out solutions. Ownership of learning is also directly tied to agency when learners make choices and “impose those choices on the world” (Buchem et al., 2014, p. 20; Buchem, Attwell, & Torres, 2011). Clark (2001) points to a learner’s own personal agency and ownership of belief systems as one major factor contributing to the willingness and persistence in sharing their learning. These belief systems must be understood prior to sharing their belief systems. Clark (2001) also claimed that media is not solely responsible for learner motivation.

Voice – Learners are given the opportunity to use their own voice (V) to structure their work and ideas and share those insights and knowledge with their colleagues within their organizations. The opportunity to share this new knowledge publicly with people other than the instructors helps the learner to deepen their understanding, demonstrate flexibility of knowledge, find their unique voice, establish a sense of purpose, and develop a greater sense of personal significance (Bass, 2014).

Authentic learning – Learners are given the opportunity to select and engage in authentic (A) learning opportunities that enable them to make a genuine difference in their own learning environments. The selection and engagement in real-world problems that are relevant to the learner furthers their ability to make meaningful connections (Donovan et al., 2000) and provide them with career preparedness not available in more traditional didactic forms of education (Windham, 2007). Research confirms that authenticity is only developed through engagement with these sorts of real-world tasks and that this type of authentic learning can deepen knowledge creation and ultimately help the learner transfer this knowledge beyond the classroom (Driscoll, 2005; Nikitina, 2011). It is also important to recognize that authenticity is not an independent or isolated feature of the learning environment but it is the result of the continual interaction between the learner, the real-world activity, and the learning environment (Barab, Squire, & Dueber, 2000). This is also why we stress that in the COVA model choice, ownership, and voice are realized through authentic learning and without this dynamic and interactive authenticity, there would be no genuine choice, ownership, and voice.

References

Barab, S. A., Squire, K. D., & Dueber, W. (2000). A co-evolutionary model for supporting the emergence of authenticity. Educational Technology Research and Development, 48(2), 37-62.

Bass, R. (2014). Social pedagogies in ePortfolio practices: Principles for design and impact. Retrieved from http://c2l.mcnrc.org/pedagogy/ped-analysis/

Bolliger, D. U., & Sheperd, C. E. (2010). Student perceptions of ePortfolio integration in Online courses. Distance Education, 31(3), 295-314.

Bruner, J. S. (1960). The process of education. Cambridge, MA: Harvard University Press.

Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31(1), 21–32.

Buchem, I., Attwell, G., & Torres, R. (2011). Understanding personal learning environments: Literature review and synthesis through the activity theory lens. Proceedings of the PLE Conference, 1-33. Retrieved from http://journal.webscience.org/658/

Buchem, I., Tur, G., & Hölterhof, T. (2014). Learner control in personal learning environments: cross-cultural study. Journal of Literacy and Technology, 15(2), 14-53. Retrieved from http://www.literacyandtechnology.org/volume-15-number-2-june-2014.html

Clark, R. (2001). Learning from media: Arguments, analysis, and evidence. Greenwich, CT: Information Age Publishing.

Dewey, J. (1916). Democracy and education: An introduction to philosophy of education. New York, NY: Macmillan.

Donovan, S. M., Bransford, J. D., & Pellegrino, J. W. (2000). How People Learn: Bridging research and practice. Washington D. C.: National Academy Press.

Driscoll, M. P. (2005) Psychology of Learning for Instruction. Toronto, ON: Pearson.

Duhigg, C. (2016). Smarter faster better: The secrets of being productive. New York, NY: Random House.

Jonassen, D. H. (1999). Designing constructivist learning environments. In C. M. Reigeluth, Instructional-design theories and models: A new paradigm of instructional theory (pp. 215-240). New York, NY: Routledge.

Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? American Psychologist, 59(1), 14–19. http://dx.doi.org.libproxy.lamar.edu/10.1037/0003-066X.59.1.14

Nikitina, L. (2011). Creating an authentic learning environment in the foreign language classroom. International Journal of Instruction, (4)1, 33-36. Retrieved from http://www.e-iji.net/dosyalar/iji_2011_1_3.pdf

Windham, C. (2007). Why today’s students value authentic learning. Educause Learning ELI Paper 9. Retrieved from http://net.educause.edu/ir/library/pdf/ELI3017.pdf

Wuchty, S., Jones, B. F., & Uzzi, B. (2007). The increasing dominance of teams in production of knowledge. Science, 316(5827), 1036–1039.

Student-Centered Learning, Pedagogy, COVA

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COVA + CSLE

Why CSLE+COVA

Why:
We believe that we must inspire and prepare our learners to lead organizational change using technology innovations as a catalyst for enhancing learning.
 
How:
To do this, we create a significant learning environment (CSLE) that gives our learners choice, ownership and voice through authentic (COVA) learning opportunities.
 
What:
We prepare leaders who can lead organizational change and drive innovation in a digitally connected world.

Core Proposition
Choice, ownership, and voice through authentic learning

Student-Centered Learning, Professional Learning, Research, ePortfolios, Pedagogy, Failing Forward, COVA, CSLE, Constructivism, Social Constructivism, Growth Mindset, Feedback/Feedforward, Self-Directed Learning

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Do you live in an Innovation Culture?

Innovation Culture

Image from Metabiz.com


Innovation Culture

“The innovation immune system is how an organisation deals with new ideas and can include strategies that kill innovation.” – Graham Brown Martin

When you are in the position to implement change, are you working with an infected culture of innovation? When disruptive innovations are first introduced, they can easily be considered a “disease.” How can you influence others and attract others that believe like you do? Consider these questions and others that can impact your ability to be an education change catalyst. Take a quick gander into the ideas and thinking of Graham Brown-Martin as he discusses an aspect of business that nobody really sees until AFTER they are infected.

 

Professional Learning, Thib Talks, Pedagogy, Disruptive Innovation, Growth Mindset

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Do Bullets Kill PD?

Do Bullets Kill Professional Learning?

What is it about the “sit and get” professional development model that we just don’t dare to deviate from? Could it be that we are comfortable doing the same thing over and over again assuming that our instructional delivery is working? So says Einstein’s definition of insanity: “Doing the same thing over and over again expecting different results.” Instead of making an effort to drill and kill, why not make professional learning engaging? If you want to change, be the change you wish to see. Modeling is key to implementing change.
Check out this link from Global Partnership in Education: Five Models of Teacher-Centered Professional Development
Check out this link from the Center for Public Education: Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability

Student-Centered Learning, Professional Learning, Research, Pedagogy, Collaboration, Feedback/Feedforward

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Research

If there is something that I am working on that you are interested in co-developing or working on with me, please email me at tilisa.thibodeaux@lamar.edu

Scholarly Publications

Peer Reviewed Journal Articles

Thibodeaux, T. N., & Harapnuik, D. K. (2018). Framework for Feedback in the DLL Program. Manuscript in progress.

Thibodeaux, T. N., & Harapnuik, D. K. (2018). Authentic Learning Experiences. Manuscript in progress.

Harapnuik, D. K., & Thibodeaux, T. N. (2018). The COVA learning approach as a threshold concept. Manuscript in progress.

Thibodeaux, T. N., Harapnuik, D. K., & Cummings, C. D. (in press). Perceptions of the influence of learner choice, ownership in learning, and voice in learning and the learning environment. International Journal of Teaching and Learning in Higher Education.

Thibodeaux, T. N., Harapnuik, D. K, & Cummings, C. D. (2018). Graduate student perceptions of the impact of the COVA learning approach on authentic projects and ePortfolios. Manuscript submitted for publication.

Thibodeaux, T. N., Harapnuik, D. K, & Cummings, C. D. (2017). Factors that contribute to ePortfolio persistence. International Journal of ePortfolio, 7(1), p. 1-12. Retrieved from http://www.theijep.com/pdf/IJEP257.pdf

Nicks, B. E, Martin, G. E. & Thibodeaux, T. N. (in press). Student Perceptions of Enhancing the Internship Experience for Online Principal Preparation Programs. Texas Council of Professors of Educational Leadership: School Leadership Review.

Peer Reviewed Book

*Harapnuik, D. K, Thibodeaux, T. N., & Cummings, C. D. (in press). Creating significant learning environments through choice, ownership, voice, and authenticity.

Peer Reviewed Book Chapters

Thibodeaux, T. N., Harapnuik, D. K., Cummings, C. D., & Wooten, R. (In press). Learning all the time and everywhere: Moving beyond the hype of the mobile learning quick fix. In Keengwe, J. S. (Eds.). Handbook of research on mobile technology, constructivism, and meaningful learning. Hershey, PA: IGI Global. Submitted for Publication.
Expected publication date: December 2017

Harapnuik, D. K., Thibodeaux, T. N., & Cummings, C. D. (2017). Using the COVA learning approach to create active and significant learning environments. In Keengwe, J. S. (Eds.). Handbook of research on digital content, mobile learning, and technology integration models in teacher education. Hershey, PA: IGI Global. Submitted for Publication.
Expected publication date: August 2017

Thibodeaux, T. N., Harapnuik, D. K., & Poda, I. (2017). New Technologies. In Martin, G. E., Danzig, A. B., Wright, W. F., Flanary, R. A. and Orr, M.T. School leader internship: Developing, monitoring, and evaluating your leadership experience (4th Ed.). New York: Routledge, pp. 91-94.
Available for purchase at: https://www.amazon.com/School-Leader-Internship-Developing-Monitoring/dp/1596670096

Popular Articles

Still, M., Cummings, C., Thibodeaux, T. N., & Abernathy, K. (in press). Laptops: The key to improving middle school reading comprehension. Manuscript submitted for publication.

Thibodeaux, T. N., Thomas, A., & Harapnuik, D. K. (2017, November). Communicating success through ePortfolios. [Featured Article]. Texas Computer Education Association TCEA Techedge, 2(2), 13. Retrieved from https://www.tcea.org/TechEdge/2017/04/

Thibodeaux, T. N., Harapnuik, D. K., & Cummings, C. D. (2017, May). Learners as critical thinkers for the workplace of the future: Introducing the COVA learning approach. Texas Computer Education Association TCEA Techedge, 2(2), 13. Retrieved from http://www.tcea.org/about/publications/ (must have a subscription/log in for TCEA for viewing rights)

Thibodeaux, T. N. & Fong, D. L. (2016, August). Augmented reality: Making learning come to life. [Featured Article]. Texas Computer Education Association TCEA Techedge, 4(3), 18-21. Retrieved from http://www.tcea.org/about/publications/ (must have a subscription/log in for TCEA for viewing rights)

Thibodeaux, T. N. & Roblyer, M. D. (2015, July). Teachers talk: When are BYOD strategies worth the trouble? Pearson Education.
PDF of paper: ThibodeauxRoblyerArticle_v2

Academic Workshops

Harapnuik, D. K. & Thibodeaux, T. N. (2017). Choice, ownership, and voice through authentic learning. Capilano University ePortfolio Workshop, North Vancouver, British Columbia, Canada.
PDF of slide deck: COVA-CSLE in DLL – Feb 16 2017

Harapnuik, D. K. & Thibodeaux, T. N. (2017). Modeling ePortfolios: How to use and model an eportfolio in your course/program. Capilano University ePortfolio Workshop, North Vancouver, British Columbia, Canada.
PDF of slide deck: Modeling ePortfolios Fe6 2017

Academic Papers Presented

Nicks, R., Martin, G.E., Arterbury, E. & Thibodeaux, T.N. (2017).Online principal program student perceptions and recommendations for improving the principal internship. Paper presented at the International Council for Educational Leadership Preparation Conference, San Juan, Puerto Rico.
PPT of slide deck: NCPEA_2017_San Juan, PR_1

Harapnuik, D. K., Thibodeaux, T. N., & Cummings, C. D. (2017, March). Student perceptions of the impact of the COVA approach on the ePortfolios and authentic projects in the digital learning and leading program. Paper presented at the Society for Information Technology in Teacher Education (SITE), Austin, TX.
Abstract: https://www.academicexperts.org/conf/site/2017/papers/50326/

Martin, G. E., Nicks, R., Arterbury, E., & Thibodeaux, T. N. (2017, April). Recommendations for improving the principal program internship. Lamar University Research Conference, Beaumont, TX.
PDF of slide deck: School Internship Research Conference _2017

Grants

2017
Submitted, Principal Investigator
Day in the Life of a STEM Environment
Internal Grant – College of Education and Human Development, Mason Gift

2017
Awarded, Principal Investigator
Exploring the Link Between African American Vernacular English (AAVE) and Code Switching in Classroom Settings
Internal Grant – Lamar University Research and Sponsored Programs, Undergraduate Research Grant

2017
Submitted, Principal Investigator
The effects of the COVA learning model intervention using ePortfolios in the undergraduate honors program at Lamar University
Internal Grant – Lamar University Research and Sponsored Programs

2016
Awarded, Principal Investigator
Student perceptions of the impact of the COVA model on their ePortfolios and authentic projects in the Digital Learning and Leading Program,
External Grant – Academic Partnerships

2015
Awarded, Co-Principal Investigator
ePortfolio Persistence, External Grant – Academic Partnerships

Conference Presentations

International

Thibodeaux, T. N., Harapnuik, D. K., & Cummings, C. D. (2018). Rethinking how to make ePortfolios as a high impact practice. America Colleges and Universities: ePortfolio Forum, Washington D. C.
Slide deck: https://www.aacu.org/AM18/EPForum

Harapnuik, D. K., Thibodeaux, T. N., & Cummings, C. D. (2017, July). Student perceptions of the COVA learning approach. Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL), Portland, OR.
PDF of slide deck: AAEEBL Portland, OR 2017

Nicks, R., Martin, G.E., Arterbury, E. & Thibodeaux, T.N. (2017, July). Online principal program student perceptions and recommendations for improving the principal internship. Paper presented at the International Council for Educational Leadership Preparation Conference, San Juan, Puerto Rico.
PPT of slide deck: NCPEA_2017_San Juan, PR_1

Cummings, C. D., Harapnuik, D. K., & Thibodeaux, T. N. (2016, February). ePortfolio persistence. Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL), Fort Worth, TX.
PDF of slide deck: ePortfolio Persistence AAEEBL TCU – Feb 25

Cummings, C. D., Thibodeaux, T. N., & Harapnuik, D. K. (2016, August). ePortfolio learning. Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL), Boston, MA.
PDF of slide deck: AAEEBL Boston August 2016-ver2

National

Harapnuik, D. K., Thibodeaux, T. N., & Cummings, C. D. (2016, April). Go and show digital learning. Consortium of School Networking (CoSN), Washington D.C.
PDF of slide deck: COSN DC – April 6-2016-Rev 2

State

Thibodeaux, T. N., Harapnuik, D. K., & Cummings, C. D. (2017, March). The COVA learning  approach: A learner centered experience. Texas Distance Learning Association (TxDLA), Galveston, TX.
PDF of slide deck: COVA-CSLE in DLL – Feb 16 2017

Harapnuik, D. K., Thibodeaux, T. N., & Cummings, C. D. (2017, March). Student perceptions of  the COVA approach. Society for Information Technology & Teacher Education (SITE), Austin, TX.
PDF of slide deck: SITE 2017 COVA

Thibodeaux, T. N., Harapnuik, D. K., & Cummings, C. D. (2016, March). Going beyond the unimaginable limits in distance education. Texas Distance Learning Association (TxDLA), San Antonio, TX.
PDF of slide deck: TxDLA San Antonio – March 31-Rev 2

Thibodeaux, T. N. & Fong, D. L. (2016, February). Using Aurasma to make book auras that glow. Texas Computer Education Association (TCEA), Austin, TX.
PDF of slide deck: Aurasma Presentation 2

Regional

Thibodeaux, T. N. (2018). ePortfolios and authentic projects in the Digital Learning and Leading program. Dishman School of Nursing. Lamar University, Beaumont, TX.

Keynote:
Thibodeaux, T. N. & Harapnuik, D. K. (2017). Significant learning environments. Buna Independent School District. Buna, TX.
PDF of slide deck: Buna ISD Presentation

Thibodeaux, T. N. (2017). Audio presentation: Significant learning environments. Sheldon Independent School District. Houston, TX.

Thibodeaux, T. N., Harapnuik, D. K., Cummings, C. D. & Malick, S. (2017, May). The COVA Learning Approach. Digital Ticket, Lamar University, Beaumont, TX.
PDF of slide deck: Ed Research Conference 2017.pdf

Martin, G. E., Nicks, R., Arterbury, E., & Thibodeaux, T. N. (2017, April). Recommendations for improving the principal program internship. Lamar University Research Conference, Beaumont, TX.
PDF of slide deck: School Internship Research Conference _2017

Cummings, C. D., Thibodeaux, T. N., & Harapnuik, D. K. (2017, April). Factors that contribute to ePortfolio persistence. Lamar University Research Conference, Beaumont, TX.
PDF of slide deck: TxDLA 2017 COVA & CSLE.pdf

Thibodeaux, T. N. (2016, August). Screencast feedforward, Provost’s Kick Off: Digital Learning. Lamar University, Beaumont, TX.

Thibodeaux, T. N., Harapnuik, D. K., & Cummings, C. D. (2016, May). Go and show digital learning. Digital Ticket, Lamar University, Beaumont, TX.
PDF of slide deck: LU Digital Ticket-May 19, 2016-Rev 4 Digital Ticket

2015 and before

Thibodeaux, T. N. (2015, October). Google Up! Powering Up Your Classroom With Google Tools. Region V Mobile Mania, Beaumont, TX.
PDF of slide deck: Google Tools

Thibodeaux, T. N. (2015, October). Aurasma. Region V Mobile Mania, Beaumont, TX 
PDF of slide deck: Aurasma Presentation 2

Thibodeaux, T. N. (2014, October). Edmodo using google tools. Region V Mobile Mania,Beaumont, TX. 

Thibodeaux, T. N. (2014, October). Classroom Dojo, QR codes, and Educreations for the classroom. Region V Mobile Mania, Beaumont, TX.

Thibodeaux, T. N. (2013, October). Introduction to Edmodo. Region V Mobile Mania. Beaumont, TX.

Thibodeaux, T. N., Cunningham, C. J., & Davidson, P. A. (2011, July) Hear my cry: I’m struggling with RtI. International Literacy Association, Orlando, FL. 

Informal Presentations
Curriculum & Instruction: ePortfolio Learning

Scholarly Reviews

Books

Mason, D. D. & Meeuwse, K. (2017, January). Personalized Professional Learning for Educators. [Review of book]. Hershey, PA: IGI Global.

Journals

Texas Distance Learning Association Journal of Distance Learning Reviewer

Service Leadership

International
International Society for Technology in Education (ISTE)
 -Conference Committee – Research Proposal Reviewer, 2017-2018
Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL)
-Board – Projects and Initiatives Standing Committee
-Conference Program Committee
-Conference Proposal Reviewer
-SIG Leader – Pedagogy and Practices
Phi Gamma Sigma International Professional Society
Texas Distance Learning Association International Refereed Journal Reviewer

National
Greater Plains Honors Council Award Judge
National Council of Professors of Educational Administration Proposal Reviewer
Society for Information Technology in Education, Technology SIG

State
Texas Distance Learning Association (TxDLA)
-State Scholarship Chair

-Scholarship Committee Member
-Conference Proposal Reviewer
-Leader Awards Committee
-Hall of Fame Committee
Louisiana Association of Computer Using Educators Awards Committee

Regional
Sheldon Independent School District, Science Department, Expert Speaker, Houston, TX
Buna Independent School District, Convocation Key Note Speaker, Buna, TX
Deweyville High School Technology Integration Presentation/Aurasma, Deweyville, TX
Bridge City Intermediate Technology Integration, Bridge City, TX

Local
Lamar University Hosted Teacher Recruitment Fair
Region V Mobile Mania

University

Academic Information Technology Committee *elected,
#Office of Undergraduate Research Proposal Review Committee
#Center for Teaching and Learning Enhancement Mentor
#Center for Teaching and Learning Enhancement Mentor Faculty Guest Speaker
#Provost’s Kick-Off Roundtable Speaker
University Honor’s Council Appointment
President’s Task Force on Digital Learning

Provost’s Kick-off Digital Learning
LU Graduation Announcer of the Graduates

Digital Learning Research Committee
Homecoming Faculty Representative
COEHD Homecoming Chair

Lamar Student Education Association Co-Sponsor

Professional Organizations
Association of American Colleges & Universities (AACU)
Society for Information Technology and Teacher Education (SITE)
Consortium of School Networking (CoSN)
International Society for Technology in Education (ISTE)
Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL)
Texas Distance Learning Association  (TxDLA)
Association for Educational Communications and Technology (AECT)
Learning Forward Leadership
Texas Computer Education Association (TCEA)
International Literacy Association (ILA)
Florida Center for Instructional Technology (FCIT)
Florida Digital Educators (FDE)

Student-Centered Learning, Professional Learning, Research, ePortfolios, Pedagogy

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