1 / 44

ePortfolios from the Ground Up: Planning, Creating, Implementing

ePortfolios from the Ground Up: Planning, Creating, Implementing. Bret Eynon & J. Elizabeth Clark AAC&U National Conference 25 January 2012. Who is Doing ePortfolio Today?. A Fast Growing Field: As many as 400 universities nationwide

deon
Download Presentation

ePortfolios from the Ground Up: Planning, Creating, Implementing

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. ePortfolios from the Ground Up: Planning, Creating, Implementing Bret Eynon & J. Elizabeth Clark AAC&U National Conference 25 January 2012

  2. Who is Doing ePortfolio Today? • A Fast Growing Field: As many as 400 universities nationwide • A Global Movement: Americas, Europe, Asia and Australia • Many Different Approaches: different goals, strategies, styles • A Higher Education Movement: AAC & U’s Integrative Learning Project & Project VALUE

  3. Documents student learning in a single course(s) in a single semester. ePortfolio Structures Course ePortfolio Documents student learning over time and make connections across courses and experiences Integrative ePortfolio

  4. ePortfolio Goals Showcase/ Credential ePortfolio Assessment ePortfolio Learning ePortfolio For transfer, employment, registration, credentialing For program review and/or to evaluate student competencies For metacognition, deepening learning, making connections

  5. Showcase & Credential ePortfolios Florida State Minnesota–eFolio,120,000 statewide Career Wales -- 150,000+ Users U of Nebraska, Faculty Course Portfolio

  6. Assessment-Focused ePortfolios Alverno College Bowling Green State University Oral Roberts University Rose-Hulman Institute of Technology

  7. Learning ePortfolios Clemson University Johns Hopkins University San Francisco State University

  8. Douglass Advising Framework • Integrative learning: pathways connect our students’ learning experiences across multiple domains • Self-authorship: students reflect on their own experience (ePortfolio, Mission course, dialogue with advisors) • Feminist principles: power to create knowledge and the power to make decisions resides with student, not the advisor • “In terms of feminist pedagogy, the authority of the feminist teacher [advisor, mentor] as intellectual and theorist finds expression in the goal of making students themselves theorists of their own lives by interrogating and analyzing their own experience” • Weiler, K. "Freire and a feminist pedagogy of difference." Harvard Educational Review 61.4 (1991): 449. Academic Search Premier. EBSCO. Web. 25 Apr. 2010.

  9. Kae Yamane, Integrating interests

  10. Three Rivers CC (Nursing)Lily Raefeldt and Colleagues N101 N102 N201 N203 N205

  11. Three Rivers CC: Making Reflection “Social” From the Beginning “Students write a letter to future students of the course” Reflection as social pedagogy begins with entry level courses

  12. Three Rivers CC: Iterative Design

  13. Three Rivers CC: Making Reflection “Social” and Public

  14. ePortfolio @ LaGuardia:A Case Study

  15. Connecting @ LaGuardia Collect. Students collect their work, Select samples of work that show their learning, Reflecton that work identifying and articulating skills and content in the artifacts,growth Connecttheir experiences, course work, personal and professional goals.

  16. Student Academic Curriculum Across Semesters Student Centered, Life-Long Learning: An Integrative Approach External Audiences Faculty Across Disciplines Lived Curriculum Student

  17. Intentional, Integrated Learning Design ReflectionIntegrationInquiryEngagementLife-long LearningTransitionWhy “e” in ePortfolio?

  18. Build student engagement: more reflective, self-motivated learners • Link classroom & lived experience • eResume for career & transfer • Build technology & web-authoring skills Goals for Students

  19. Richer understanding of the learning process • Improve advisement & career guidance • Support outcomes assessment: more nuanced data than standardized tests • Deeper insight into the meaning of our student diversity Goals for Faculty

  20. The Evolution of Student ePortfolios Limited course-focused ePortfolios in a single set of courses in learning communities that set a context for basic skills learning or for initial, college-level work. Mature, capstone ePortfolios that contextualize learning in a major, connect courses and personal interests, and integrate learning across the curriculum. Reflection is a key element of integration.

  21. Supported by rigorous faculty development • Integrated into the curriculum • Integrated into the classroom as part of the pedagogy • Integrated into the assessment process • Making connections across courses & disciplines ePortfolio @ LaGuardiaCollege-Wide Project

  22. Documented Benefits for Students Sustained multi-modal evaluation correlates ePortfolio use with advances in student learning: • CCSSE data shows higher levels of engagement in key academic behaviors (critical thinking, writing, collaboration, connecting classes to self-understanding) • Higher course pass rates • Improved next semester retention

  23. Using the ePortfolio • Site for collecting student work • Makes work accessible to faculty for classroom assessment purposes • Makes work accessible anonymously to programs for Program Assessment and for the Benchmark Assessment Readings • Connects the assessment process and the classroom • Provides flexible data: by course, by program, by competency—can be aggregated in a variety of configurations

  24. Keys to Successful Programs

  25. What Do You Want Your ePortfolio Project To Do On Your Campus?

  26. ePortfolios On Your Campus (15 minutes) • What does an ePortfoliolike at your campus? • What would be in it? • What are your goals for students? • What are your goals for faculty? • What are your goals for your institution? • Who & what do you need to make this happen? • What are your concerns?

  27. Small Group Sharing (25 minutes) • Briefly share your campus case study • What questions do you have? • What questions/topics are similar across campuses? • Do you have ideas/approaches/answers? • Please post 3 common questions on the poster paper on your table.

  28. Common Questions/Topics/Themes (Group Generated at Tables) • What criteria should/could be used for determining a platform? • Good developments of faculty models? • Good elements of a student learning ePortfolio? • How do you manage the different levels of privacy? • Who owns the work? • How long does it stay “there”? • What about faculty fear?

  29. Common Themes/Questions, cont’d • Are there models for integrating curricular & co-curricular aspects of student life? • How do we know if it works? • Faculty buy-in? • What are people’s experiences with platforms? • How much uniformity across disciplines (and related to general education)? • What does a peer to peer model look like? • Who validates student work?

  30. What Makes a Successful ePortfolio Project? Visualizing Our Hypothesis And Our Model Emerging Data from the National C2L Project

  31. Overview Hypothesis: Successful Integrative eP implementation is advanced by active attention to practices on all 4 levels Student Learning Faculty & Staff Programmatic Connections Institutional Needs & Support

  32. Overview Layer These 4 levels can be examined from different angles or sides. Hypothesis: Successful Integrative eP implementation is advanced by active attention to practices on all 4 levels Student Learning eP as Technology Scaling Up: Plan’g & Eval’n of eP Projects eP as Integrative Social Pedagogy eP as Means for Outcomes Assessment Faculty & Staff Programmatic Connections Institutional Needs & Support

  33. Characteristics ofSuccessful ePortfolio Projects • Develop a unique look & feel, tied to mission & culture • Facilitate ownership & customization by students, faculty & programs • Support college-wide innovation with time, resources, prof’l development & public recognition • Build patiently and persistently with an adaptive long-range strategy • Value the ePortfolio as more than an assessment vehicle and/or more than a tool for student success—understanding that it’s a shared learning journal for the student, the faculty, and the institution

  34. An Emerging Community of Practice • Inter/National Coalition for Electronic Portfolio Research • ePortfolio Consortium • EPAC Community of Practice • The Association for Authentic Experiential and Evidence-Based Learning • Project VALUE • Making Connections/Connect to Learning • International Journal of ePortfolio (iJEP) • OSPI (Open Source Portfolio Initiative) • Handbook of Research on ePortfolios (Jafari & Kaufman, 2006) • Electronic Portfolios 2.0 (Yancey, Cambridge & Cambridge, 2009)

  35. More About LaGuardia & the Connect to Learning National Research Project • LaGuardia ePortfolio’s YouTube Channel http://www.youtube.com/user/ePortfolioLAGCC/videos • Connect to Learning Project http://www.connections-community.org/ • Public Connect to Learning ePortfolios https://c2l.digication.com **Public ePortfolios are at the bottom of the page.

  36. Thank You! Bret Eynon, beynon@lagcc.cuny.edu J. Elizabeth Clark, lclark@lagcc.cuny.edu

More Related