A Showcase of Open Source Portfolio Implementations

1. A Showcase of Open Source Portfolio Implementations Janice Smith, Lynn Ward, Ryuichi Matsuba, Brian Dashew, Linda L. Beith, Marc Zaldivar, Shoji Kajita, Debbie Runshe, Jacques Raynauld

2. Agenda • Overview of OSP for newcomers • Five institutional implementations (10 AM break) • IU/IUPUI, Kumamoto, Marist, Roger Williams, VTech • Additional considerations • Authenticity • Reporting • XForms Standards

3. Two Faces of ePortfolios Personal Learning Environment Assessment Management System Helen Barrett - http://electronicportfolios.org/balance/

4. Guide students in collecting information about themselves Assist students in managing their virtual identity Examples: Resumes Professional Portfolios Showcase Portfolios Portfolios as Personal Learning Environments Resume Portfolio

5. Portfolios as Assessment Management Systems • Guide students in the creation of portfolio-worthy evidence • Link evidence to standards, outcomes, or objectives • Evaluate evidence using rubrics • Use reports to: • Aggregate and analyze data • Identify representative artifacts • Examples include: • General Education portfolios • Disciplinary Portfolios • Co-Curricular Transcripts • Graduation Portfolios Take a look at my learning!

6. The complete collection of an individual’s multimedia artifacts and reflections. This process takes place in the Resources tool. A specific set of artifacts and reflections to share with others This process takes place in the Portfolios tool. Combined with Resources, the Portfolios tool offers a Personal Learning Environment. A specific collection of artifacts and reflections that represent an individual’s learning and accomplishments. This process takes place in the Matrices tool. Combined with Resources and Assignments, the Matrices tool offers an Assessment Management System. In Sakai, an ePortfolio can be . . .

7. The Portfolio Tools in Sakai • Interoperable tool suite for flexible portfolio workflows • Customized through • User interface or XML coding • Portfolios Tool • Primary showcase tool • Support from Resources, Forms, and Portfolio templates • Matrices Tool • Primary assessment tool • Support from Resources, Assignments, Forms, Glossary, and Evaluations • Reports Tool • Analysis, display, and export of data Assignments Resources Showcase Learning Matrices Portfolios Glossary Forms PortfolioTemplates Assessment Reports

8. Available in all sites Interacts with most tools Stores all file types Enter or update data once to use it for multiple purposes My Workspace folder for artifact collection Folders for site owners to distribute content Portfolio interaction folder to collect completed forms from matrices Resources

9. Portfolios Resume • Users create portfolios with portfolio templates designed by programs and/or institutions • Portfolio templates specify content and style and provide users with options for self-expression • Portfolios can be shared with • One or more users • Guest users, via email notification and password • As public URLs • As a download to the desktop • Presentation Maker from Indiana University provides a simple portfolio template for multiple purposes • Assessment data from a matrix can be added to a portfolio Co-CurricularTranscript

10. Matrices • Used to assess student learning • Scaffolded workflows • Rows for criteria • Columns for levels • Click matrix cells to open workflow • Cells can be linked to • Course assignments • Matrix cells in same site or other sites • Cells can be set to • “Unlocked” (ready for use) • “Locked” (unavailable) • Cells can be set to unlock as owner submits previous cell for evaluation • Top to bottom • Left to right • As instructor deems appropriate

11. Link assignments to matrix cells within or across sites Map course activities to programmatic learning outcomes Link cells in one matrix to cells in another matrix Map program outcomes to institutional outcomes Assignments submitted for evaluation automatically populate linked matrix cells Participants may or may not be required to visit the matrix for reflection and feedback. Assignments

12. Forms and Glossary Creators of matrices: • Add forms to prompt: • Artifact collection • Documentation of learning • Reflection • Feedback • Evaluation • Add glossary items for: • Mouse-over short definitions • Pop-up longer definitions

13. Evaluations • Centralized receipt of matrix cells submitted for evaluation. • Allows instructors to evaluate cells without accessing matrix. • Instructors may also access individual student matrices via drop-down menu. • Evaluation possible with clickable, scorable evaluation rubrics. • Aggregated evaluations across sites available in My Workspace.

14. Reports • Allows administrators to: • Load SQL queries via report definitions • Define displays of report queries • Schedule reports to run periodically • Store results for later analysis • Customizable report definitions shared by Indiana University for • Evaluation status • Evaluation ratings • Artifact attachments Rating Statistics for Written Communication Skills

15. Clipper College Undergraduate institution with a General education program Visual Arts degree program An institution dedicated to the improvement of teaching and learning Using OSP for portfolio assessment and showcasing Four interacting personas: Brian Jeffreys Visual Arts undergraduate Grace Connolly Visual Arts professor Brian’s major advisor Capstone course instructor Sharon Westerly General Education professor Skilled in using portfolios to teach institutionallyvalued skills Bruce McAllister Chair of Visual Arts Department Encourages faculty to assembleevidence of student learning forinstitutional and programassessment Open Source Portfolio (OSP) Scenario Photo credit 1: Downloaded from the internet on 3-7-11 from stock.xchng, http://www.sxc.hu. “Sepia Portrait” uploaded by Vikash Sharma in 2010. Photo credit 2: Photo downloaded from the internet on 3-7-11 from stock.xchng, http://www.sxc.hu. “Melody 2,” Uploaded by Jesse Therrien Photo credit 3: Photo downloaded from the internet on 3-7-11 from stock.xchng, http://www.sxc.hu. “Spontaneous” uploaded by Benjamin Earwicker Photo Credit 4: Photo downloaded from the internet on 3-7-11 from stock.xchng, http://www.sxc.hu. “Beto Book 4” Ensaio Fotografico Beto 2008, uploaded by Beto Lima in 2010

16. Introduction to the Portfolio • During his first year experience, Brian: • Collects learning artifacts in an OSP Matrix according to institutional learning outcomes. • Uses OSP Forms in the matrix to: • Reflect on how artifacts meet learning outcomes. • Evaluate his work with rubrics for each outcome. • Receive formative feedback about his learning. • Submits artifacts, reflections, and self-evaluation for summative evaluation in relation to each outcome. • Professor Westerly, General Education: • Uses the portfolio tools in Sakai to: • Provide portfolio training. • Teach a variety of institutionally valued skills. • Offer feedback and evaluation in relation to institutional outcomes. • Prepares Brian to continually develop his portfolio throughout four years of college.

17. Institutional Outcomes • Inquiry and analysis • Critical thinking • Creative thinking • Written communication • Oral communication • Reading • Quantitative literacy • Information literacy • Teamwork • Problem solving • Personal and Social Responsibility • Civic knowledge and engagement—local and global • Intercultural knowledge and competence • Ethical reasoning • Integrative and applied learning - Adopted from the AAC&U VALUE Rubrics at http://www.aacu.org/value/

18. Major Course of Study Professor Connolly helps Brian create an assessment portfolio representing his accomplishments in Visual Arts according to disciplinary outcomes adopted by the department. • Creating, Performing and Participating in the Arts: Actively engage in the processes that constitute creation and performance and participate in various roles in the visual arts. • Knowing and Using Arts Materials and Resources: Become knowledgeable about and make use of the materials and resources available for participation in visual arts in various roles. • Responding to and Analyzing Works of Visual Art: Respond critically to a variety of visual arts, connecting the individual work to other works and to other aspects of human endeavor and thought. • Understanding the Cultural Dimensions and Contributions of the Visual Arts: Develop an understanding of the personal and cultural forces that shape artistic communication and how the visual arts in turn shape the diverse cultures of past and present society. Adapted from NYState Learning Standards for the Arts at Three Levels, downloaded fromhttp://www.p12.nysed.gov/ciai/arts/pub/artlearn.pdf on 3-18-2011.

19. Showcase and Assessment Portfolios • In the capstone course in Visual Arts, Professor Connolly helps Brian use a portfolio template in Sakai to: • Create and refine versions of a showcase portfolio to: • Pursue an internship. • Apply to graduate school. • Present his assessment portfolio to a faculty panel as a final graduation requirement. • By the time he graduates, Brian has: • Has thought deeply about his professional abilities and career goals. • Is well prepared to present his skills and accomplishments to future employers and graduate institutions.

20. Program Assessment Professor Bruce McAllister, Chair of Visual Arts • Organizes faculty to use Assignments and the Matrix to: • Assemble evidence of student learning. • Show how the curriculum addresses institutional and disciplinary learning outcomes. • Continually assess student progress in mastering these outcomes. • Generates customized Reports to: • Demonstrate how course assignments address learning outcomes. • Aggregate faculty evaluation of assignments in relation to learning outcomes. • Assemble a random sample of learning artifacts from different courses, outcomes, and levels of student mastery.

21. “Folio Thinking” Effective portfolio workflows ask students to: • Reflect about learning to: • Transform information into knowledge • Follow a cycle of reflection and action that is hard-wired into our brains • Integrate learning across disciplines to: • Take control of learning • Identify information gaps • Apply emerging knowledge to new situations • Interact with mentors and peers to: • Learn to be a member of professional community • Form identity by participating in multiple communities of practice • Prepare for career trajectory rather than a single career

22. Successful Portfolio Implementations • Begin with a few pilot groups and expand as demand increases. • Promote “folio thinking” with faculty and students. • Integrate portfolios into academic and student life. • Continuously motivate students and faculty to use portfolios. • Provide continuous functional leadership and technical support.

23. Benefits of the Sakai Portfolio Tools • Seamless integration with Sakai • Flexibility for diverse portfolio processes • Integration with registration system • Guidance for portfolio activities • Emphasis on assessment process, as well as showcasing achievement • Showcase workflow via portfolios tool and IU’s Presentation Maker • Customized reports available • Open source community ready to share

24. OSP Community on Sakai Confluence http://confluence.sakaiproject.org/display/OSP/Project+--+Portfolio Weekly phone conference, listserv, OSP documentation, and resources OSP Community Library http://openedpractices.org Use cases and data structures for export Supporting vendors like Three Canoes LLC http://threecanoes.com Services for Sakai/OSP implementation OSP Community Resources

25. Portfolio Implementation: Marist College Brian Dashew Instructional Designer Academic Technology & eLearning

26. About Marist College Comprehensive liberal arts college Located in Poughkeepsie, New York 5700 FTE students, 200 full-time faculty, 500 part-time faculty Reputation as technology innovator Strategic plan calls for growth in distance learning

27. About our team • Six FTE in Academic Technology & eLearning • Ten CompSci graduate students • Two trained in OSP • Many do OSP testing • Access to two developers

28. About our initial pilot Serving cohorts of 15-20 students Early Childhood and adolescent education Masters of education and MAT offered Program ends with reflective portfolio course (EPSY506) Instructor wanted to emphasize reflection and limit the degree of technology training required

29. Where we’ve been • First: Publisher and FrontPage • Word documents to complete reflective process • Burned final FrontPage portfolio to CD • Required design knowledge and extra time training student to use technology • The focus was on design rather than the reflective process

30. Where we’ve been II • OSP Pilot Year 1 (and never again): Free Form • Still used word documents for reflection • Second semester: Matrix was introduced but not linked to portfolio • Portfolio page was created in Word and cut/pasted into the Portfolio tool

31. 2010 Portfolio Implementation • Developed by ThreeCanoes • Training conducted by ThreeCanoes • Requires certain pages… • Home • About Me • Standards • …Still allowed students to create own

32. Linked Matrix Content placed in matrix can be added in table format to a page in portfolios Makes process more cohesive, less administrative Refocuses on reflective process and reduces need for complex use of rich text editor Easily editable with simple XML (subtext: so simple even I can figure out)

33. 2011 Portfolio Implementation • Work to streamline template • Community needs analysis • Creating an easily exportable (technically and practically) • Documentation of portfolio strategy

34. Summer 2011 Development • Creating portfolio pilots using this template: • Teacher Education undergraduate • History undergraduate • Political Science undergraduate • Social Work graduate • Journalism undergraduate

35. Looking ahead Spring 2012: Reassess and validate model Continue to work with core redesign group and begin discussion with Honors program about cross-disciplinary portfolios Continue discussion of template “branding”

36. A Learning Portfolio with SakaiCLE/OSP2An activity of Japan Sakai CommunityAn Implementation using OSP in Kumamoto University Ryuichi Matsuba, Kumamoto Univ., Japan Makoto Miyazaki, Hosei Univ., Kumamoto Univ. Takayuki Nagai, Kumamoto Univ.

37. Contents I would show 2 group efforts in Kumamoto University: • Graduate School of Instructional Systems • Campus-Wide (trial run in 2011) [System Development] • An automatic link between SakaiCLE/OSP2 and LMS (WebCT) • Migration of learning outcomes from the LMS to Sakai • Collection of outcomes (assignments/…) into folders named by each task in each class • Registration of the outcomes by a competencies in a Matrix • The Kumamoto University Notification Tool • An ePortfolio with list of courses 12th Sakai Conference – Los Angeles, California – June 14-16 37

38. Kumamoto University, Japan About Kumamoto area and University 12th Sakai Conference – Los Angeles, California – June 14-16 38

39. Kumamoto University, Japan (Population:0.67M) (Population:1.86M, 7,402 km2 ~ 85km x 85kn) (Population: 126M) 1,000 km from Tokyo 600 km from Seoul

40. Kumamoto Places Active volcano Mt Aso

41. Kumamoto University(Public University in Japan) Yakumo KOIZUMI (Lafcadio Learn)(Novelist) Soseki NATSUME (Novelist) Hayato IKEDA(Prime Minister) Eisaku SATO(Prime Minister, Nobel Peace Prize) Over 250 Years Since Saishunkan and 120 Years Since Fifth High School 1756: Hosokawa Clan Medical School (Saishunkan) 1887: Fifth High School 1949: Kumamoto University (A New Univ. System) 2004: National University Corporation 4 Campuses 7 Undergraduate Departments 8 Graduate Courses 10,000 FTE (including 2,000 Grad.)1,000 Teaching staff members1,000 Officer and technical staff members 41 / 35

42. Learning Environments Automatically system link the LMS with Sakai/OSP 12th Sakai Conference – Los Angeles, California – June 14-16 42

43. Learning Environments To provide seamless access SSO via CAS/uPortal2.6 Students want to check their own achievement across courses. SIS: SOSEKI (homemade) LMS (BbLS/WebCT CE6) ePortfolio (SakaiCLE/OSP2) 12th Sakai Conference – Los Angeles, California – June 14-16 43

44. Graduate School of Instructional Systemshttp://www.gsis.kumamoto-u.ac.jp/en/ Introduction to 12th Sakai Conference – Los Angeles, California – June 14-16 44

45. Graduate School of Instructional Systems • MSc & Mphil, PhD in Instructional Systems • 100% online Program started in April 2006 • Training e-Learning Professionalsin business and academic fields • with 4I’s: ID, IT, IM (Management) & IP (Intellectual Property) • Enrollment: 15 students / year in their 30-40’s • All working full-time in various locations • Mature Students (30-40’s) • Working alone at home/office, but Capable of Independent Study •  Minimal Faculty Support •  Encourage Collaborationsand Learn from Each Other • Time Management may be an issue: •  Mainly Asynchronous Mode

46. Competency based curriculum 11th Sakai Conference - June 15-17, 2010 • The basic motivation of our students is to get the competencies they want. • We set 12 Core and7 Optional competenciesacquired by taking Requiredand Selective courses respectively. • The competencies are directly linked with assignments in each course. • Students receive a competency when they pass an assignment. 46

47. GSIS independent Portal for Students: Monitoring own Progress Help for self-regulation • Monitoring Functions: • Assignment Due Dates: overdue, due in a week, being accepted, not yet available • Status: passed, resubmission required, grading in progress • Direct links for each of the assignments 47

48. for active learning • In most of the courses • Adoption of group discussion • Encouraging peer-review and/or • peer-assignments in BBS 10th Sakai Conference - Boston, MA, U.S.A. 48

49. An example Course Contents on LMS (e-Learning Fundamentals) Unit Introduction Directions for study: Read the text (PDF) and other materials (HTML/Links) Answer the study questions (BBS) Critique and collaborate each other (Reply in BBS) 49

50. An example Collaborative learning with BBS • Assignment （eL fundamental) • Report your own eLearning experience in BBS • Write your comments on the opinions of classmates Report (outcome) for assignment Report (outcome) for assignment Comment on the outcome Question on the outcome Answering the question Critique & Collaborate