Fostering Self-Determined
Behaviors through ePortfolios:
A student-driven eportfolio initiative and study
“To be self-determined is to endorse one’s actions at
the highest level of reflection. When one is selfdetermined, people experience a sense of freedom to
do what is interesting, personally important, and
vitalizing.”
-Ryan and Deci
www.psych.rochester.edu/SDT/
Richard Ryan and Edward Deci
www.psych.rochester.edu/SDT
Autonomous Behavior
To be autonomous means to
act in accord with one’s self
Autonomous Behavior
It means feeling free and
volitional in one’s actions.
Autonomous Behavior
When autonomous, people
are fully willing to do what
they are doing.
Autonomous Behavior
They embrace the activity
with a sense of interest and
commitment.
Autonomous Behavior
Their actions emanate from
their true sense of self
Autonomous Behavior
so they are being authentic.
Controlled Behavior
When controlled, people act
without a sense of personal
endorsement.
Controlled Behavior
Their behavior is not an
expression of the self for it is
subjugated to the controls.
Controlled Behavior
In this condition, people can
reasonably be described as
alienated.
Autonomous = Authenticity
Controlled = Alienation
Edward L. Deci, Why We Do What We Do, Understanding Self-Motivation,
(1996) New York, New York, Penguin Books
Extrinsic
Intrinsic
eportfolio
• eportfolio as tool for reaching Tipping-Point from extrinsic (instructor-led) motivation to intrinsic
(student-led) self-determined learning behaviors
• student recognizing and creating own learning experiences and opportunities for reflection in all areas
of life
• student selecting, collecting, reflecting on, and connecting non-required artifacts outside of classroom
eportfolio
• natural, unstructured formation of student community and collaboration
Extrinsic Motivators
Self-Determined Behaviors (motivators are intrinsic)
• Explicit requirements, instructions, goals, and
• Autonomy
expectations from instructor
• Self-regulated activity
• Deadlines
• Responsibility and ownership
• Grades
• Student-led reflection and prompts
• Extra Points (Rewards) and Point Deductions
• Competency
• Instructor Feedback
• Demonstrated mastery of skill or concept
• Peer Feedback
• Self-awareness of demonstrated mastery
• Feedback from experts outside of the classroom
• Relatedness
• Training and Support
• Making knowledge connections to all areas of life
• Instructor maintains own eportfolio
– academic, professional, personal
• Provide examples of other student eportfolios
• Finding social relevance in course and program
• Provide reflection prompts and rubric
content and assignments
• Create template for required content and reflection
Nancy Wozniak, Stony Brook University, 2010
• Student freedom with design and look of eportfolio
SBU ePortfolio Implementation and Study • Student eportfolio showcases
http://stonybrook.digication.com/sbu_eportfoli
o/SBU_ePortfolio_Study
• Recognition and Rewards
Extrinsic
Intrinsic
eportfolio
• eportfolio as tool for reaching Tipping-Point from extrinsic (instructor-led) motivation to intrinsic
(student-led) self-determined learning behaviors
• student recognizing and creating own learning experiences and opportunities for reflection in all areas
of life
• student selecting, collecting, reflecting on, and connecting non-required artifacts outside of classroom
eportfolio
• natural, unstructured formation of student community and collaboration
Extrinsic Motivators
Self-Determined Behaviors (motivators are intrinsic)
• Explicit requirements, instructions, goals, and
• Autonomy
expectations from instructor
• Self-regulated activity
• Deadlines
• Responsibility and ownership
• Grades
• Student-led reflection and prompts
• Extra Points (Rewards) and Point Deductions
• Competency
• Instructor Feedback
• Demonstrated mastery of skill or concept
• Self-awareness of demonstrated mastery
• Peer Feedback
• Relatedness
• Feedback from experts outside of the classroom
• Making knowledge connections to all areas of life
• Training and Support
– academic, professional, personal
• Instructor maintains own eportfolio
• Finding social relevance in course and program
• Provide examples of other student eportfolios
content and assignments
• Provide reflection prompts and rubric
•
•
•
•
Create template for required content and reflection
Student freedom with design and look of eportfolio
Student eportfolio showcases
Recognition and Rewards
Nancy Wozniak, Stony Brook University, 2010
SBU ePortfolio Implementation and Study http://stonybrook.digication.com/sbu_eportfoli
o/SBU_ePortfolio_Study
Stony Brook Study
• Do authentic learning methods facilitated
through the use of eportfolios have a
positive impact on student self-determined
behaviors?
Methods of Measurement
• Pre and Post test measuring self-determined
behaviors
• Intensity, Frequency and Duration rubric
measuring eportfolio activity
• Student interviews and focus groups
Student ePortfolio Consultants lead the drive to teach students and faculty about
the importance of reflection in the eportfolio learning process.
stonybrook.digication.com/egiminez
As I begin to work on my ePortfolio I
began to understand how this could
be beneficial to anyone. An
ePortfolio is a living showcase of
your work. It is an easy way to store
all your projects and showcase them
for others to see. It also gives a
personal touch that something like a
resume can't. ePortfolios allow you
to elaborate extensively on what
work you have done including
writing reflections on what you did.
You can also display class projects
and things you have written.
http://stonybrook.digication.com/ansuejacob
http://stonybrook.digication.com/ahrum_kim
http://stonybrook.digicatio
n.com/sourav.tamang1
Meta-cognating Murray
Student ePortfolio Consultants conduct classroom training sessions and workshops. Eda
designed Meta-cognating Murray used to promote reflection in student eportfolios.
ePortfolio consultants in charge of Change the World Student ePortfolio Showcase
during Stony Brook Spring Colloquium on May 14th
stonybrook.digication.com/spring_colloquium/About_the_Showcase
ePortfolio student consultants pick featured eportfolios
stonybrook.digication.com/portfolio/directory.digi
Student consultants design newsletter and Galaxy of Stars page
Featured eportfolios screens designed by student consultants shown on SCALA
monitors in SINC sites (student computer labs)
Join our Facebook group called Spotlight on ePortfolios, our fan page on Facebook called Stony
Brook ePortfolios, follow our Twitter page and join our Spotlight on ePortfolios group at LinkedIn!
Student consultants conduct focus groups with students using eportfolios in courses
ePortfolio Consultants presenting at
colloquium in May
Nancy Wozniak, M.A.
Learning Architect and ePortfolio Program Manager
Stony Brook University
The Faculty Center
S1464 Melville Library
Stony Brook, NY 11794-3350
631-632-2781
nancy.wozniak@stonybrook.edu
stonybrook.digication.com/nancywozniak