Pre-Service Portfolios: A Base for Professional Growth

We studied first-year teachers who had developed professional portfolios in their pre- service program. Data came from two interviews with 11 graduates. Participants valued the portfolio process, most continuing to maintain their professional portfolios and to use aspects of the process with their students. Two frameworks, “The Portfolio Organizer” and “retell, relate, reflect,” supported portfolio use. Factors affecting continued portfolio implementation included first-year teaching pressures, the influence of other teachers, and external expectations. The first-year teachers experienced a positive change in attitude and acquired confidence as they refined their use of portfolios. L’étude porte sur l’utilisation des portfolios professionnels par des enseignants en formation des maîtres. Les données proviennent de deux entrevues menées auprès de 11 étudiants diplômés. Les participants apprécient la méthode du portfolio ; la plupart les tiennent à jour et en utilisent certains éléments avec leurs élèves. Deux systèmes, « The Portfolio Organizer » et « retell, relate, reflect », favorisent l’utilisation des porfolios. Parmi les facteurs ayant une incidence sur le recours aux portfolios, les auteures mentionnent les pressions inhérentes à l’enseignement lors de la première année, l’influence des autres enseignants et les attentes externes. Au cours de leur première année, les enseignants deviennent plus sûrs d’eux-mêmes à mesure qu’ils raffinent leur utilisation des portfolios.

Introduction From the Special Issue Editors: Preparing Graduate Students for a Changing World of Work

Introduction article for a special issue of the Canadian Journal of Higher Education. The issue represents the growing recognition of changes in the career paths and trajectories of graduate students, as well as the deepening interest in the support and development of professional knowledge and skills in advanced degree holders. The call for proposals for this issue sought contributions that theorized the problem of graduate student development, reports on empirical research, and/or illuminated comparative models for work in the Canadian context to inform the growing field of graduate student support in Canada. The goal of this special issue is to contribute to the global conversation about graduate student education reform by deepening the conversation on this issue across Canada

Variations in Pedagogical Design of Massive Open Online Courses (MOOCs) Across Disciplines

Given that few studies have formally examined pedagogical design considerations of Massive Online Open Courses (MOOCs), this study explored variations in the pedagogical design of six MOOCs offered at the University of Toronto, while considering disciplinary characteristics and expectations of each MOOC. Using a framework (Neumann et al., 2002) characterizing teaching and learning across categories of disciplines, three of the MOOCs represented social sciences and humanities, or “soft” MOOCs, while another three represented sciences, or “hard” MOOCS. We utilized a multicase study design for understanding differences and similarities across MOOCs regarding learning outcomes, assessment methods, interaction design, and curricular content. MOOC instructor interviews, MOOC curricular documents, and discussion forum data comprised the data set. Learning outcomes of the six MOOCs reflected broad cognitive competencies promoted in each MOOC, with the structure of curricular content following disciplinary expectations. The instructors of soft MOOCs adopted a spiral curriculum and created new content in response to learner contributions. Assessment methods in each MOOC aligned well with stated learning outcomes. In soft MOOCs, discussion and exposure to diverse perspectives were promoted while in hard MOOCs there was more emphasis on question and answer. This study shows disciplinary-informed variations in MOOC pedagogy, and highlights instructors’ strategies to foster disciplinary ways of knowing, skills, and practices within the parameters of a generic MOOC platform. Pedagogical approaches such as peer assessment bridged the disciplines. Suggestions for advancing research and practice related to MOOC pedagogy are also included

Connecting Learner Motivation to Learner Progress and Completion in Massive Open Online Courses | Relier la motivation de l’apprenant à ses progrès et à l’achèvement des cours en ligne ouverts à tous

We examined how massive open online courses (MOOC) learners’ motivational factors, self-efficacy, and task-value related to their course progress and achievement, as informed by learners’ initial course completion intention. In three individual MOOCs, learners completed a pre-course survey to report their levels of task-value and self-efficacy and to indicate their intention to complete each course topic. Using clustering techniques, we identified two distinct groups of learners in the three MOOCs based on self-efficacy and task-value variables: higher-motivation group and lower-motivation group. The higher-motivation group achieved significantly higher grades in two of the MOOCs, and also adhered to their initial completion intention significantly more so than the lower-motivation group. We posit that MOOC completion research should consider learners’ topic-level interest as one success criterion. Further research can clarify perceived task-value in relation to learners’ existing knowledge, their learning goals, and learning outcomes related to the MOOC participation. Nous avons examiné comment, dans les cours en ligne ouverts à tous (CLOT), les facteurs de motivation des apprenants, leur autoefficacité et leur valeur tâche étaient reliés à leurs progrès et à leur achèvement du cours selon l’intention initiale d’achèvement du cours des apprenants. Dans trois CLOT, les apprenants ont rempli un sondage avant le début du cours pour indiquer leur degré de valeur tâche et d’autoefficacité, ainsi que leur intention de compléter chaque sujet du cours. À l’aide de techniques agglomératives, nous avons cerné deux groupes distincts d’apprenants dans trois CLOT selon les variables de la valeur tâche et de l’autoefficacité : un groupe à plus forte motivation, et un groupe dont la motivation était plus faible. Le groupe dont la motivation était plus élevée a obtenu des notes considérablement plus élevées dans deux CLOT et, dans deux cours, ont adhéré à leur intention initiale d’achèvement considérablement plus que le groupe dont la motivation était moindre. Nous posons en principe que la recherche sur l’achèvement des CLOT devrait tenir compte de l’intérêt des apprenants sur le plan des sujets comme étant un critère de réussite. De plus amples recherches pourraient clarifier la valeur tâche perçue relativement aux connaissances préalables des apprenants, à leurs objectifs d’apprentissage et aux résultats d’apprentissage liés à la participation aux CLOT

Ask the experts: new teachers' application of Multiple Intelligence Theory

Video series produced by the Education Commons, OISE/UTNew teachers' application of multiple intelligence theory is discussed. It is hoped that new teachers will use multiple intelligence theory when evaluating students, however, it is also expected that teachers will question and critique this theory. This is in keeping with the general expectation that teachers use a questioning approach - that they seek an evidence base and research base to justify their application of different theories in their teaching practices

Anxiety and Self-efficacy’s Relationship with Undergraduate Students’ Perceptions of the use of Metacognitive Writing Strategies

There is growing interest in promoting metacognition among college and university students, as this has been linked with positive student learning outcomes. This study explores the relationship between student writing anxiety and self-efficacy on undergraduate students’ self-reported use of metacognitive writing strategies. Using undergraduate student survey data from a large, research-intensive university in Ontario, Canada, we found reductions in writing anxiety and increased self-efficacy had a statistically significant association with students’ perceptions of using metacognitive writing strategies. These findings have implications for both theory and practice. They demonstrate that writing metacognition is influenced by emotional factors, such as the level of anxiety and the extent of self-beliefs around writing. It also suggests that writing interventions that seek to reduce anxiety and increase undergraduate students’ self-efficacy with respect to writing may positively enhance students’ use of metacognitive writing strategies, and ultimately improve student writing outcomes. On s’intéresse de plus en plus à promouvoir la métacognition parmi les étudiants des collèges et des universités car ce processus a été lié avec des résultats d’apprentissage positifs. Cette étude explore la relation qui existe entre l’anxiété que les étudiants ressentent devant les travaux d’écriture et l’efficacité personnelle tel que rapporté dans des questionnaires portant sur l’usage de stratégies d’écriture métacognitives remplis par des étudiants de premier cycle. À partir de données de sondages menés auprès d’étudiants de premier cycle d’une grande université d’Ontario, Canada, centrée sur la recherche, nous avons découvert que la réduction de l’anxiété ressentie devant les travaux d’écriture et l’augmentation de l’efficacité personnelle présentaient une association statistiquement significative avec les perceptions des étudiants qui utilisaient des stratégies d’écriture métacognitives. Ces résultats ont des implications à la fois théoriques et pratiques. Ils prouvent que la métacognition en écriture est influencée par des facteurs émotionnels, tels que le degré d’anxiété et la portée des auto-croyances en ce qui concerne les travaux d’écriture. Ils suggèrent également que les interventions d’écriture qui tentent de réduire l’anxiété et d’augmenter l’efficacité personnelle des étudiants en ce qui a trait à l’écriture pourraient améliorer de façon positive l’emploi fait par les étudiants de stratégies d’écriture métacognitives et, en fin de compte, améliorer les résultats des étudiants en matière d’écriture

University of Toronto Instructors’ Experiences with Developing MOOCs

We interviewed eight University of Toronto (U of T) instructors who have offered MOOCs on Coursera or EdX between 2012 and 2014 to understand their motivation for MOOC instruction, their experience developing and teaching MOOCs, and their perceptions of the implications of MOOC instruction on their teaching and research practices. Through inductive analysis, we gleaned common motivations for MOOC development, including expanding public access to high quality learning resources, showcasing U of T teaching practices, and attempting to engage MOOC learners in application of concepts learned, even in the face of constraints that may inhibit active learning in MOOC contexts. MOOC design and delivery was a team effort with ample emphasis on planning and clarity. Instructors valued U of T instructional support in promoting systematic MOOC design and facilitating technical issues related to MOOC platforms. The evolution of MOOC support at U of T grew from a focus on addressing technical issues, to instructional design of MOOCs driven, first, by desired learning outcomes. Findings include changes in teaching practices of the MOOC instructors as they revised pedagogical practices in their credit courses by increasing opportunities for active learning and using MOOC resources to subsequently flip their classrooms. This study addresses the paucity of research on faculty experiences with developing MOOCs, which can subsequently inform the design of new forms of MOOC-like initiatives to increase public access to high quality learning resources, including those available through U of T

Student evaluation in cooperative learning: Teacher cognitions

*Corresponding Author: John A. Ross OISE/UT Trent Valley Centre Box 719, 150 O'Carroll Avenue Peterborough, Ontario, Canada K9J 7A1 e-mail: [email protected] evaluation procedures used by Cooperative Learning [CL] teachers, and their feelings about them, have rarely been investigated. This interview study of 13 exemplary users of CL methods found that negative feelings ran through teachers' cognitions about evaluation: expressions of guilt, anxiety and uncertainty were frequent. There was a substantial gap between private and public knowledge. When individual insights were assembled in a composite picture, generic strategies emerged, for example, for teaching students their role in self-evaluation. In this study the mechanisms for making private knowledge public were weak. This deficiency was subsequently addressed by the teacher-researchers involved in this study in a series of action research projects.The research was funded by the Social Sciences and Humanities Council of Canada, the Ontario Ministry of Education and Training, and the Durham Board of Education. The views expressed in this paper are not necessarily those of the Council, the Ministry or the Board. The authors would particularly like to thank the teachers and administrators in the Durham Board of Education who contributed their insights to the issues reported here and Carolyn Brioux who transcribed the interviews. An earlier version of this article was presented at the annual meeting of the Canadian Society for the Study of Education in Montreal, June 1995

Influences on student cognitions about evaluation

*corresponding author Dr. John A. Ross Professor & Field Centre Head OISE/UT Trent Valley Centre Box 719, 633 Monaghan Rd S. Peterborough, ON K9J 7A1 CANADAInterviews on two occasions with 71 grade 2, 4, and 6 students in a multi-ethnic setting in Toronto, Canada found that student cognitions about evaluation mediated the relationship between evaluation and achievement. Parents, peers, and student characteristics influenced student cognitions about evaluation. Parents identified the evaluation dimensions their children should attend to, raised student aspirations, stated how well student work attained standards, and recommended actions children should take in response to the evaluation. Peer interpretations influenced whether a given performance was viewed as superior or inferior. Older student peers focused attention, to a greater extent than parents, on specific aspects of student performance that could be ameliorated through self-remediation. Children became more sophisticated evaluation consumers as they grew older. Females processed evaluation data more productively than males. There were few cultural differences in response to evaluation. Students responded to traditional and alternate evaluation in very similar ways.The research was funded by the Social Sciences and Humanities Research Council of Canada. The views expressed in the article are not necessarily those of the Council