Transcript Biology 321: Structure and Evolution of the Bryophyta

ePortfolios and “Folio thinking” in
Biology 321
Shona Ellis, Botany Dept, UBC
Joanne Nakonechny, Skylight
Introduction to Bryo-Project
Project goals:
Folio thinking - Provide students with scaffolding to
promote intentional and integrative learning
– Encourage students to:
• engage in active reflection
• make connection between schoolwork and
identity as a scientist
e-portfolio
Portfolio as both a personal space, group space, and
public space (website)
Overview: Folio Thinking in Action
Biology 321 e-Portfolio
WebCT
Website
Students work on
group pages within
WebCT environment
(collect, select,
reflect)
Students work is collected
and uploaded to Biol 321
public site
(present)
The e-Portfolio is both parts.
Creating Understanding – collect, select, process
Demonstrating Understanding – personal/group
Integrative learning – concept mapping
Intentional learning – information processing sheets
“Deep structure” conceptual questions – study/exam
questions
Collaborative learning + technique development - Tissue
culture project and plant collection
Individual presentations – Field trips
Demonstrating Understanding - public
Students contribute to a public website
– external validation for what students are learning
– engages students as active scientists: researching,
adding to inventories, and an image database.
Public site: http://www.botany.ubc.ca/bryophyte/
Public Site
Benefits
Students:
worked and studied cooperatively
asked “deeper” questions
developed technical lab skills
learned technology skills
better lab, field and lecture integration
developed a sense of community
Instructor:
saw where student misunderstandings occurred (info
processing pages, now submitted answers to study
questions)
Questions?