Learning Portfolios as Means of Evaluating Futures Learning: A Case Study at Renaissance College. (December 2019)

• Record Type: Journal Article
• Authors: Mengel, Thomas
• Other Names: Gardner Annette guest-editor.; Bishop Peter guest-editor.
• Is Part Of: World future review. Volume 11:Number 4(2019)
• Page Start: 360
• Page End: 378
• Publication Date: 2019-12
• Subjects: evaluation -- assessment -- learning portfolio -- case study -- content analysis -- learning outcomes -- foresight capacity -- computer aided text analysis -- competencies -- futures studies; Forecasting -- Periodicals; Forecasting -- Study and teaching -- Periodicals; Social prediction -- Periodicals; Social indicators -- Periodicals; 303.49
• DOI: 10.1177/1946756719851522
• Languages: English
• ISSNs: 1946-7567

Abstract

This article evaluates a particular classroom improvement project. It contributes to answering three questions: (1) Does adding the (personal) futures perspective to our course change how learners think about and plan for the future? (2) Does an integrated learning portfolio help evaluating learners' foresight capacity? (3) How can we know the answers to questions 1 and 2? I use the case study approach—describing our "teach the future" experience within an undergraduate course at a Canadian University—and a (computer aided) content analysis to evaluate the effectiveness of adding core elements of (personal) futures learning to an existing course. The results will be of interest to others who wonder whether "teaching the future" makes a difference in building foresight capacity. In particular, readers can glean the potential value of learning portfolios for this purpose. First, I describe the case study and how futures learning fits into this context. Second, I provide an overview of the course "RCLP 3030 Integrated Learning Portfolio" including the course outcomes, assessment, and futures-related content. Third, I describe the actual run of the course and how learners engaged with the material; this includes learners' contributions to the online discussions that will help evaluate the learning that takes place and the effectiveness of the course design. Fourth, with the help of computer-aided content analysis I analyze the learning portfolio submissions of all learners at the end of the course. Fifth, I provide an evaluation summary, discuss next steps, and offer recommendations of general interest.