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Evaluating a student¶s portfolio ± a case example

SUCCESS OR FAILURE ON AN INTERNATIONAL ASSIGNMENT
DEALING WITH CHANGE & LIFE LONG LEARNING
Withdrawal/Avoidance of Change vs Will to Change/Seek Adventures

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SOCIO-CULTURAL COLLABORATION
Isolation vs Participation

PERSONAL PRESENCE
Passivity /Caution vs Initiative/Energy

POSITION ON AUTHORITY
Power/Authority is Assigned vs Power /Authority is Earned

INNER COHERENCE & INTEGRITY
Inner conflict/ fear/ hopeless vs Inner peace/ self-esteem/ hope
Daniel Kealey, 2000

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The functions of the portfolios are to:
‡ ‡ ‡ ‡ ‡ ‡ ‡ Encourage for self-directed acting Empower creative thinking Facilitate learning of self-reflection and selfassessment Facilitate improving your personal contribution to teamwork Enhance problem solving and proactive behavior Improve changing and transformative learning Anticipate future learning needs and development

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CULTURE
IS A CONTINUOUS INTERACTION BETWEEN THE IDEAS OF OUR HEADS AND OUR ACTUAL BEHAVIOUR WITHIN OUR CULTURE WE DO WHAT WE DO BECAUSE IT IS ´ THE RIGHT OR NORMAL´ WAY TO DO THINGS

© Jaakko Lehtonen

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SELF - MANAGEMENT
Relationship strategies: How a learner enhance communication and resolve conflicts ? A learner¶s: power to see the situation motivation and fear perspectives; things (what and why) people (who and how) managing self, people, process and performance ³opportunities´ and points of view on:  

  

- rules, standards, competition, working alone or with team,
- problems, chaos, praise, helping others, - decision making, change, responsibility, process, etc.
Mlp, DiSc-tool, Venla Varis

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Collaborative learning  
      Orientation to collaborate Display of respect Empathy and Sensitivity Interaction management Task role behaviour Relational role behaviour Tolerance for ambiguity Interaction posture others

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1. Orientation to collaborate
How did Ievo explain herself and world around her ? ‡ ‡ 65

‡ = ‡ x ‡ x

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q
2004

(What was her motivation?)

2. Display of respect
How did Ievo show positive regard for other learners, tutors etc. ?
Her lifestyle was proactive, seeking to motivate and serve others. She e plained her life e periences in the terms of opportunities for learning and contribution. Her respect attitudes (points 7 from 8) she validated it in her own life. She ³listened´ by appreciative, comprehensive, discerning, evaluative or other non-judgmental way
© VenlaVaris

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3. Empathy and Sensitivity
How did Ievo understand others¶ feelings ?
She tried to understand others at first ( not to be understood herself at first) Inter-depending level She was listening (reading) others with intent to understand (instead ignoring, pretending, selective or attentive). It was not so easy to her to understand co-learners¶ feelings and moods She did not practice very deeply of tactful and respectful sensitivity She wanted the co-learners to do their part. ( What was her fear ?)
©Venla Varis

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4. Interaction management
How did Ievo show key qualification of sociocultural know how? She values differences by looking for synergy and public victory She is positive and creative Her basic coping skills are; communication, problem solving, fle ibility and satisfaction She was not a learner that co-learners use to ask advices from her
Venla Varis

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5. Tolerance for ambiguity
What were Ievo¶s reactions in new and ambiguous situations ( quality and quantity of discomfort) ? . ‡ ‡ ‡ ‡ he has a strong need to take charge he likes to thrive on the demanding learning he has will to help others he has motivation to develop solutions
©Venla Varis

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6.
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She used to dapt well She utilized previous competence to new challenges She was motivated to see clear visual images in her mind She did not have problem to complete her study tasks
©Venla Varis

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‡

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7. Relational role behaviour
‡ ‡ She looked for opportunities to help and contribute She was one unique, talented, creative individual in the midst of many co-learners. She works independently and interdependently and can accomplish many things. Her security was a function of the social mirror. She was willing to know and understand the opinion of others = Proactive behaviour. She tried to couch and innovate co-learners Her team member role was; Member, Thinker, Jugler, Closer
©Venla Varis

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‡ ‡

‡ 

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8. Emotional Competence ‡ ‡ he showed awareness of own feelings, self-discipline, flexibility, innovativeness. he was motivated to discover many emotional hints and understand first other people and only after that becoming understood by others he showed willingness to be of service and developing of others, anticipating the needs of others, recognizing and fulfilling and discovering the development needs of others and promoting their skills er motivation was to collaborate, consciousness of the emotional flows and empowerment relations he understood utilization of diversity
©Venla Varis

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‡ ‡

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9. Transformative learning 
Her focus of learning is life skills and wisdom - She learned to regocnize and to value her impacts  She felt sense of unknown and was able to compare it to her previous experience with: - positive emotions - open mind - constructive attitudes  She was able to: - improve from the level minimization to acceptance  her plan is to reach adaptation level world view and empathy
©Venla Varis

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10. I

t 

Basic virtual learning skills  Point of studies: meaning and utilization of previous experiences  Motivation, intention and goal choice abilities  Mastery and performance orientation  Self-regulative and creative learning  Transformative learning skills  Collaborative and co-operative learning skills ©Venla Varis

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Levels of Communication (case Ievo)
High

Synergistic (Win/Win

TRUST

Respectful (Compromise) Defensive (Win/lose or Lose/Win

Low Low

COOPERATION

High
©S. Covey, 1989

Team members in Z-process
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© Mlp,V

Varis

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9. Self-ínquiry
Ievo¶ level ‡ ‡ ‡ ‡ ‡ ocio - cultural competence i on t e

Integration- Excellent«««««« Adaptation- Very good X ( 19 point ) Acceptance ood ««««««« inimization ati fied«««««. Deviant Defence poor«««««

Ievo¶s own assessment with reasoning is in her Portfolio ( 9 pages) on the level acceptance (18 points) Her personal development plan is to improve:
-Adaptation and situational awareness -Proactive way of thinking -Collective understanding -Skills to empower team members¶ learning
©Venla Varis

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QUALITY OF PORTFOLIOS
Flow Greatest gainers perfec15 % tionists Excellent work 15 %8 % Normal performance 13 % Easy learning 8 % The opponentsnot motivated 15 % OK 4 % Anxiety 8 %

Positive affective and volitional experiences low learner empowerment

well done 15 %

Negative affective and volitional experiences