Print Page   |   Contact Us   |   Sign In   |   Click to register.
Community Search
Member Spotlight
Trent Batson Ph. D., AAEEBLTrent, AAEEBL Founder, has recently announced his retirement. Click on his name and wish him well!

2012 Annual Conference Featured Speakers
Share |


Presenter Information
Presentation Preview and Additional Resources

 Gillie Bolton
-- For Dr Gillie Bolton, the self- educative power of reflective and reflexive  writing has been inspirational: the focus of her  research and lecturing practice for nearly 30  years. Author of Reflective Practice Writing and  Professional Development 3rd Edition (2010;, author or editor  of seven other books on similar subjects (all in  print, or the process of publication), and many  papers including several in The Lancet. Gillie  writes daily for herself, works as a freelance  consultant, is a devoted grannie, and lives in t  the Hope Valley Derbyshire and Bloomsbury London.

Reflective and Reflexive Writing to Inspire ePortfolios

"Reflective and reflexive writing can help make things clearer in the head, get things off the chest, express what’s in the heart, at the same time as keeping a faithful record; it is therefore a deeply effective way to communicate creatively and confidentially both with the self, and with others. Dr Gillie Bolton will give the what, why and how of these straightforward and enjoyable processes, which require no previous writing experience, knowledge or skills, and are ideal for eportfolios. Her exposition and examples will clarify and illuminate the process and explore its implications."

 Barbara Cambridge--director of the  Washington, DC office for the National  Council of Teachers of English,  responsible for governmental relations,  advocacy, and alliance building. She co-  leads the Inter/National Coalition for  Electronic Portfolio Research, which  constitutes sixty campuses in five  countries doing research on eportfolio  learning and assessing. She serves on the  Board of CAEP, the new consolidated  accrediting body for teacher preparation  programs; and provides leadership within  the Connected Learning Coalition, a DC-based partnership of disciplinary and technology professional associations. As a member of the Council of Writing Program Administrators (CWPA) consultant/evaluator service, she collaborates on the evaluation of writing programs at colleges and universities across the country. She is a Board member of the Washington Internship Institute and serves as a consulting editor forChangemagazine.

Barbara is past president of the International Society for the Scholarship of Teaching and Learning and of CWPA, director of the Campus Program for the Carnegie Academy for the Scholarship of Teaching and Learning, and commissioner for the Western Association of Schools and Colleges, a regional accrediting body. Before going to Washington in 1996, she was professor of English at Indiana University Purdue University Indianapolis, where, at various times, she directed the writing program, the writing center, and writing-across-the-campus and where she served as associate dean of the faculties,leading general education reform and assessment activities for the university. For the state of Indiana she served on the Higher Education Commission as the first faculty member in that capacity.

Barbara’s latest public writing includes edited books on electronic portfolios, letters to lawmakers on behalf of literacy coalitions, legislative language for bills concerning literacy, and talks like this one for AEEBBL in which she thinks aloud about how all of us can influence public policy in a positive way.

ePortfolios for Individual and Common Good: Personal and Political Power

Accordingly to the authors ofGood Work: When Excellence and Ethics Meet"good work” can be defined in two ways: doing work well and doing work that contributes to the common good.In education we aspire to promote and document students’ doing well and to create the conditions for a healthy society. Both individuals and societies evolve, however, challenging our abilities to promote and reflect change.

What claims can be made about eportfolios in relation to doing work well as individuals and to contributing to the common good?In an age of standardized tests and ubiquitous accountability measures, how can we affirm individual identities and understand them accurately in their material and social contexts?Can the purpose of comparing individual progress in learning and achievement be linked to societal goals and needs?

The latest cohort of the Inter/National Coalition for Eportfolio Research is studying features of eportfolios that we believe bear on these questions.Attempting to define core features of the eportfolio, Coalition members are testing four propositions regarding the interactivity of multiple artefacts, the characteristics of reflection, the influence of material conditions, and the possibility of meaningful comparison without standardization.

In order to influence practice and policy at a systemic level, eportfolio practitioners and scholars need to establish the unique ability of the eportfolio to contribute to individual and common good. During this session we will consider together how we can begin to make a case.

Peter Elbow Professor of English at UMass Amherst. He directed the Writing Program there, and earlier at SUNY Stony Brook.He also taught at M.I.T., Franconia College, and Evergreen State College.He has degrees from Williams College, Oxford University, and Brandeis University.  

He has written various books about writing, most recently Everyone Can Write: Essays Toward a Hopeful Theory of Writing and Teaching Writing (2000). Others:Oppositions in Chaucer(1975);Embracing Contraries (1986), a book about teaching and learning; What is English? (1990), a book about the profession. Writing About Media: Teaching Writing, Teaching Media (2008), published as a DVD from Media Education Foundation.

With Pat Belanoff, he wrote a textbook, A Community of Writers and shorter version Being a Writer (2001). A short section is published separately, Sharing and Responding, as a pamphlet to help students with peer feedback.

He has a new book, Vernacular Eloquence: What Has Speech Got that Writing Needs? (Oxford University Press, 2012). In it he explores informal unplanned speaking and speech to show the many linguistic and rhetorical features that will benefit even the most careful writing.

Here are two recent articles: "A Unilateral Grading Contract to Improve Learning and Teaching” (2009);" Freewriting and Free Speech: A Pragmatic Perspective” (co-authored with Janet Bean).

Everyone Can Write was given the James Britton Award by the Conference on English Education; NCTE gave him the James Squire Award "for his transforming influence and lasting intellectual contribution”; and in 2007 CCCC gave him the Exemplar Award for "representing the highest ideals of scholarship, teaching, and service.” He has served on MLA’s Executive Council and NCTE’s Executive Committee.

Technology, Writing, and Spoken Language

"This will be an interactive, experiential workshop where we experiment with a lot of activities. I can’t show this crowd anything about technology; they probably know more than I. But I will be showing them the role that technology has been playing in moving writing in the direction of spoken language---and my main argument and the activities will be designed to show why this is a good thing."(Monday morning, July 16)

Also look for Peter Elbow in a "Conversations with..." session during the conference.

Thanks to Peter Elbow for providing us with two readings on portfolios:

Will the Virtues of Portfolios Blind Us to Their Potential DangerfromNew Directions in Portfolio Assessment(PDF download)

Foreward to Portfolios:Process and Product.Eds, Pat Belanoff and Marcia Dickson. Heinemann, Boynton/Cook, 1991

AAEEBL Featured Speaker for 2012 Annual Conference
 Lisa Gray

 Lisa Gray is a Program  Manager within the e-Learning  team at JISC in the UK, an  organization leading on the use  of technology-enhanced  learning, teaching and research  in Higher and Further  Education.For the last 7 years  she has been the JISC lead on  the development of effective e-  portfolio-based learning and  teaching practices within the sector,overseeing projects in this area including the development of the Leap2A interoperability specification, and co-ordinating activities such as the ‘Effective Practice with e-Portfolios’ publication,accompanying online resource (infoKit) and series of national workshops.She has also been leading a range of other innovation and change programmes, on areas including transforming curriculum delivery through the use of technology, and technology-enhanced assessment and feedback practice.

From Challenge to Change: A Journey of ePortfolio Developments in the UK

This session will focus on providing an overview of UK JISC-funded, research and project activities into eportfolio pedagogies, processes, tools and technologies, as well as highlighting lessons learnt and examples of effective practice.The aim of the session is to share with an international audience the findings and the highly regarded resources that arise from this body of work, and to discuss how this work aligns with the experience of others in international contexts. Of additional value to attendees will be a guided exploration of the results of the most recent work including the ‘threshold concept’ model of eportfolio implementation, an international study exploring large-scale eportfolio implementations, and plans for the development of the Leap2A interoperability specification. In addition to an interactive presentation participants will be engaged through rich examples of practice, novel animations and inspiring video contributions.

John Richards -- keynote speaker for K-12 ePortfolio Institute
 John Richards
-- a  senior executive in  education,  technology and  media with  extensive  experience in  business  development, strategic planning, market research, and developing and launching award-winning products. John is Founder and President of Consulting Services for Education, Inc. (CS4Ed). CS4Ed works with publishers, developers, and educational organizations, as they negotiate the rapidly changing education marketplace to improve business-planning processes, to find funding to help schools purchase products and services, and to develop, evaluate and refine products and services.

He is also Adjunct Faculty at the Harvard Graduate School of Education teaching Entrepreneurial Approaches to the Education Market.
John was President of the JASON Foundation, GM of Turner Learning, the educational arm of Turner Broadcasting, and GM of the Educational Technologies Division of Bolt Beranek and Newman that launched the award winning Co-NECT school design.

Over the years John has served on boards for a variety of educational groups including NECC; Cable in the Classroom; Software Information Industry Association (SIIA), Education Market section; and Association of Educational Publishers (AEP).

John's projects have won him numerous awards including two Golden Lamps and several CODIEs, as well as several EMMY nominations. He is an internationally recognized leader in merging media and technology with educational needs and has taught at M.I.T and the University of Georgia. He is a respected keynote speaker and is the author/editor of three books, over 90 articles, and has been responsible for the publication of over 1,000 educational products. He recently completed the 2010 U.S. Educational Technology Market: PreK-12 report for the Software and Information Industry Association, and is currently working with Chris Dede (Eds.) onDigital Teaching Platforms, Teachers College Press (in press).

Taking Student Work Seriously: The Return of K-12 Portfolios

K-12 Portfolios were all the rage in the '90's. With the advent of No Child Left Behind and high stakes testing schools retreated to test prep in the classroom. Student portfolios, project centered learning, and John Dewey went the way of the Model T. But the times may be a changing. Interactive whiteboards, ubiquitous technology, and digital curricula are disrupting the classroom. Student artifacts can be created and shared naturally in the process of learning and teaching.

We are seeing this movement worldwide because of disruptive technologies, but it also may be happening in the U.S. because of evolving nationwide political dynamics. The National Education Technology Plan, The Common Core Standards, and the re-authorization of ESEA may be opening the door so we take student work seriously. The buzz words of the day, "Personalized learning," mean more than adjusting testing for each child-rather we are hoping that the student takes ownership of their learning and pride in their accomplishments, and we see this as an expanding part of the social networking environment.

This must be more than digital repositories, Google docs, and PowerPoint presentations. For ePortfolios to make a difference in teaching and learning, they must be a part of the content curriculum. This presentation takes a look at some ePortfolio examples, and the dynamics for making them effective.

 Todd Zakrajsek
-- Executive  Director of the Center for  Faculty Excellence at  University of North Carolina at  Chapel Hill. He was previously  the Inaugural Director of the  Faculty Center for Innovative  Teaching at Central Michigan  University and the founding  Director of the Center for  Teaching and Learning at  Southern Oregon University, where he also taught in the psychology department as a tenured associate professor. Todd also annually directs two National Lilly Conferences on Teaching and Learning, one at Traverse City, Michigan, and the second in Bethesda, Maryland. Dr. Zakrajsek received his Ph.D. in Industrial/Organizational Psychology from Ohio University. He has published and presented widely on the topic of student learning, including workshops and conference keynote addresses in 37 states and 6 countries

Overcoming Apathy and Creating Excitement in the Classroom YouTube Video

What can instructors do to facilitate learning when they encounter students who seem uninterested and even apathetic toward course content and assignments? Part of the responsibility for learning belongs to students, but as faculty, we can find new ways to motivate, inspire, and maybe even cajole students to learn. This session will demonstrate and explain how instructors can make classroom learning, perhaps one of the most artificial learning settings, a more meaningful experience for students. The presenter uses theories of learning and motivation as a basis for creating strategies to increase student engagement in course content and class sessions. Participants will have an opportunity to try out and experience first-hand some of these techniques. Topics covered in this session include a discussion of active learning, motivation, collaborative learning, metacognition, learning theory, and interpersonal communication.

Join AAEEBL Online!
Sign In securely
Latest News