Social Pedagogy Campus Practices

Successful ePortfolio implementations focus sustained energy and attention on developing ePortfolio pedagogy that enhances student learning. The work of C2L campuses reveals the ways in which campus ePortfolio leaders work with students and faculty, mobilize institutional resources, and adapt institutional structures to put Reflective, Integrative and Social pedagogies into practice. Social Pedagogy engages students in communication intensive tasks where the representation of knowledge for an authentic audience is central to the construction of knowledge. Social pedagogy transforms ePortfolio learning from a solitary experience to one in which students engage with a community of learners.


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Juggling Chaos and Intention: Social Pedagogy at NCC

Sometimes, one must be a nimble juggler to balance the chaotic nature of group dynamics and real-world problems with the intentional design necessary to create a productive learning environment. In her Advanced Composition class at Norwalk Community College, Professor Linda Legters intentionally centers its curriculum and assignments on “Social Pedagogy.” Balancing individual work with various kinds of group work, Professor Legters encourages ownership of learning as well as understanding Read more [...]

Guttman CC – Social Pedagogy: Using Comment Streams to Analyze Visual Art

In this sequence of activities, students comment on visual art through the course ePortfolio and use each other’s ideas as a foundation for analysis in subsequent essays. Read more [...]

Northeastern University – Seeing the Forest for the Trees

Many programs involve students in internships, capstone projects, and practicums, but if you scratch the surface you’ll see that workplace-based learning often takes place in parallel with curricular learning, not as an ongoing dialogue between scholarship and practice. This promising practice describes two models for embedding workplace-based experiential learning into fully-online, graduate level professional programs. Read more [...]

Manhattanville College – Learning for a Sustainable Future and Using Social Media for Social Change

Seeing photo elicitation and social media as powerful tools for learning and social change, this ePortfolio-based pedagogy engages students in authentic and generative processes for constructing and representing emerging understandings of complex ideas relating to sustainability and for motivating social change for a sustainable future. Read more [...]

Lehman College – Social Pedagogy: Engaging with Professional Colleagues

In many respects seizing the moments to reflect on and to illustrate pathways to collaborative professional engagement is a central feature to teaching and learning science and learning how to teach science. It is important to gain awareness of the relationships connecting our systems of meaning, including how we approach the ideas of others, and our collaborative experiences as science educators. Read more [...]

LaGuardia CC – Social Pedagogy: Highlighting Two Local Practices

Social pedagogy plays an important role in ePortfolio at LaGuardia Community College. Here, we examine two particular practices from English and Biology in depth. Read more [...]

IUPUI – Peer Reflective Feedback in First Year Service Learning

Beginning Psychology students use a model of feedback in their ePortfolio to reinforce their accountability to one another for their learning. Read more [...]

Georgetown University – Social Pedagogy Practice

Students in the STIA (Science, Technology, and International Affairs) honors track for their undergraduate SFS (School of Foreign Service) degree produce ePortfolios during their final year in the program. Read more [...]

University of Delaware – Mastery ePortfolio Defense

The following practice, teacher candidate students’ defense of a mastery presentation-style ePortfolio (MPeP), constitutes part of a programmatic Teaching, Learning, and Assessment (TLA) ePortfolio in Early Childhood Education. The MPeP defense provides a high stakes setting that replicates a job interview process. Since the MPeP is presentation-based, it can also be easily shared with others to establish credibility with colleagues, parents and other stakeholders. Read more [...]

Boston University – Social Pedagogy and General Education: The CGS Capstone Project

The CGS Capstone embodies the principles of social pedagogy through its fusion of several High Impact Practices. Read more [...]
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