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• W43515122 abstract "The practice of documentation is discussed as a means of making learning visible in the LC classroom. A documentation heuristic consisting of a four-stage cycle was used to capture, analyze and report what Bass and Eynon (2009) refer to as the “visible evidence of invisible learning” (p. 5). A variety of documentation samples are presented and examined in terms of what and how students integrated their learning individually and collectively over time. Documentation can prove to be a challenging pedagogy and professional development activity however, due to the time and effort required to enact the process. Despite these challenges, the author concludes that documentation can deepen student learning through revisiting and reflection. It can also improve assignment design and teaching through more precise scaffolding relative to the integrative moves students make as they construct knowledge. Finally, documentation can fulfill multiple functions, including that of a pedagogical practice, assessment strategy, and research method. Jack Mino is a Professor of Psychology and Learning Communities Program Coordinator at Holyoke Community College (Holyoke, MA). Cover Page Footnote I would like to acknowledge the following HCC colleagues and all their students, without whom this work would not be possible: Tim Cochran (THE), James Dutcher (ENG), Nicole Hendricks (CRJ), Gail Hilyard (MTH), Pat Kennedy (ENG), Mark Lange (PSY), Xian Liu (ENG), Lisa Mahon (ENG), Kate Maiolatesi (SUS), Rubaba Matin (ESL), Mary Orisich (ECN), Patricia Sandoval (THE), Patricia Sullivan (ENG), and Ileana Vasu (MTH). Article is available in Learning Communities Research and Practice: http://washingtoncenter.evergreen.edu/lcrpjournal/vol2/iss2/6 Introduction: Making Learning Visible While discussing the implications of four years of findings from The Washington Center’s Online Survey of Students’ Experiences of Learning in Learning Communities, Malnarich, Pettitt and Mino (2014) issue a call to action of sorts, encouraging LC practitioners to continue their focus on integrative assignment design, pedagogical scaffolding, and LC assessment, specifically what students are learning from one another. They remind us that ...within the LC classroom the theory that knowledge is socially constructed is implemented through the practice of collaborative learning: the focus is on who is in the classroom (not just the nature of the curriculum), and on the curriculum as a means to encourage connected, relational, and constructed knowing. (p. 14) Given the many ways LCs are constructed and practiced throughout higher education, what does this “connected, relational, and constructed knowing” look like? And more importantly, why make this kind of integrative learning visible? Miller (2005) asserts that instructors must think through what integrative outcomes “will 'look like' in enough detail to be able to separate the high-quality work from the lesser, and to explain their judgments in ways that will help students to improve” (p. 11). Boix Mansilla (2005) agrees that a student's thinking must be “made visible” in order to make a valid assessment of integrative understanding. In Capturing the Visible Evidence of Invisible Learning, Bass and Eynon (2009) describe the “intermediate processes” or “the steps in the learning process that are often invisible but critical to development.” They go on to explain: All too often in education, we are focused only on final products: the final exam, the grade, the perfect research paper, mastery of a subject. But how do we get students from here to there? What are the intermediate stages that help students develop the skills and habits of master learners in our disciplines? What kinds of scaffolding enable students to move forward, step by step? How do we, as educators, recognize and support the slow process of progressively deepening students’ abilities to think like...scholars? (p. 5) It's my contention that in making the how as well as the what of learning visible in learning communities, documentation can serve as a valuable teaching, assessment, and research tool by capturing the “visible evidence of invisible learning” of both individual and collective student learning. Consider the 1 Mino: Now You See It" @default.
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• W43515122 title "Now You See It: Using Documentation to Make Learning Visible in LCs" @default.
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