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Introduction to ePortfolios

Introduction to ePortfolios. Jan Smith, rSmart Hugo Jacobs, Leidse Onderwijsinstellingen Mark Breuker, Leidse Onderwijsinstellingen Noah Botimer, University of Michigan Lynn Ward, Indiana University-Purdue University Indianapolis Susan Kahn, Indiana University-Purdue University Indianapolis

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Introduction to ePortfolios

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  1. Introduction to ePortfolios Jan Smith, rSmart Hugo Jacobs, Leidse Onderwijsinstellingen Mark Breuker, Leidse Onderwijsinstellingen Noah Botimer, University of Michigan Lynn Ward, Indiana University-Purdue University Indianapolis Susan Kahn, Indiana University-Purdue University Indianapolis John Gosney, Indiana University

  2. Agenda • Introductions and Opening Activity • Overview of ePortfolios • Susan Kahn, IUPUI • OSP Archetypes and Tool Suite • Janice Smith, rSmart • Case studies of OSP Use • LOI (Netherlands) • Hugo Jacobs and Mark Breuker • IU/IUPUI (US) • Lynn Ward, John Gosney, and Susan Kahn • Charles Sturt University (Australia) • Janice Smith • University of Michigan (US) • Janice Smith and Noah Botimer • OSP Functional and Technical Panel with questions from audience • Moderator: John Gosney, IU

  3. Overview of ePortfolios Susan Kahn, IUPUI

  4. What is an ePortfolio? • A collection of electronic evidence assembled and managed by a user, usually on the Web…Such electronic evidence may include inputted text, electronic files…images, multimedia, blog entries, and hyperlinks. E-portfolios are both demonstrations of the user's abilities and platforms for self-expression.” (Wikipedia) • “A digitized collection of artifacts, including demonstrations, resources, and accomplishments that represent an individual, group, or institution.” (Lorenzo & Ittelson, 2005)

  5. What is an ePortfolio? • “Created by the three principal activities of collection, selection, and reflection, student portfolios can be succinctly defined as collections of work selected from a larger archive of work, upon which the student has reflected. Portfolios can be created in many different contexts, serve various purposes, and speak to multiple audiences.” (Yancey, 2001) • “A selection of purposefully organized artifacts that supports retrospective and prospective reflection, as well as documentation, assessment, and enhancement of student learning over time.” (IUPUI ePort definition)

  6. Why ePortfolios? • Authentic assessment for improvement and accountability • Resumes backed up with evidence of skills and abilities • Deep learning/engagement in learning

  7. Implications of ePortfolios for Learners and Teachers • “Intentional” teaching and learning strategies • Thrive when faculty collaborate to develop coherent curricula and well-defined learning outcomes • Learning-centered vs. teaching-centered • Support active learning pedagogies aimed at promoting deeper learning • Support integrative, reflective learning • Support formative and summative assessment

  8. Matrix Thinking • Students self-assess their intellectual growth since the original creation of the artifact • Encourages clear articulation of knowledge, skills, abilities, dispositions • Encourages integration across courses and disciplines

  9. PUL and Global Citizenship I wrote “Born to Farm” because I wanted to interview people living in my community. I had heard them talk about farming and their memories of it. This artifact shows how the community is changing, and therefore, the citizens are also changing. Writing an account of these changes gives me an opportunity to offer some analysis of the world, the economics of the world of farming, and the values of this farming community. I can communicate with others and form their thoughts and ideas into a story. I can effectively gather information and put it together in a form that readers find interesting.

  10. Development in Reflective Thinking • Ability to self-assess • Awareness of how one learns • Developing lifelong learning skills

  11. “I no longer see what I have to offer as an English job hunter in mere terms of degree possessed and years of experience…I look at what I have to offer in a larger context. Beyond the essential in my resume that I share with all other graduates, I now see capacities in critical thinking, communications, and multi-project analyses. All these capacities can be supported with the creative and scholarly material in my matrix.”

  12. Portfolio Archetypes Janice A. Smith, Ph.D. rSmart

  13. Definitions ePortfolio -- A collection of web pages individuals use to represent themselves to a selected audience Portfolio –- The complete set of an individual’s portfolio data -- Any subset of that data for a specific purpose Open Source Portfolio –- A suite of ePortfolio tools in Sakai The rSmart CLE -- A version of Sakai enhanced and supported by The rSmart Group

  14. Three ePortfolio Archetypes

  15. ePortfolio Archetypes • Personal Representation • Resumes • Professional Portfolios • Teaching and Learning • General Education Portfolios • Disciplinary Portfolios • Co-Curricular Transcripts • Assessment and Accreditation • Course and Program Assessment Portfolios • Institution-Wide Assessment Portfolios

  16. Documentation of Three Portfolio Archetypes Using OSP • These three archetypes are available for download through the rSmart CLE Portfolio Showcase (http://www.rsmart.com). • In collaboration with Charles Sturt University, rSmart has also documented these three representative portfolio implementations • MSWord and .pdf versions are available on Sakai Confluence at http://confluence.sakaiproject.org/confluence/display/OSP/rSmart+Contributed+Documentation

  17. Portfolios forPersonal Representation • Developmental focus • Guide students in collecting information about themselves • Assist students in managing their virtual identity • Examples include: • Resumes • Professional Portfolios • Leadership Portfolios

  18. Example Portfolio: Rider University Implementing Group: Career Services Goal: Prepare for thejob search withan online resume Personal RepresentationePortfolio

  19. Chronological Resume Wizard Institutions guide learners in capturing resume data via forms and uploaded files.

  20. Sample Resume Form Institutions customize forms to structure user data for use in resume portfolios.

  21. Activities Certifications Community Service Computer Skills Education Experience Footer Header Honors Interests Language Skills Leadership Memberships Objective Presentations/Publications Professional Development Activities Relevant Courses Relevant Experience URLs Travel Chronological Resume Forms

  22. Chronological Resume Portfolio The chronological resume can be shared via the web and/or printed out.

  23. Rider Resume Portfolio Components • Wizard for guidance in creating a resume • Forms for collecting • Collecting specified data for the resume • Participant reflections • Faculty feedback • Portfolio template for creating a chronological resume • Optional report definition to capture information on student progress in creating resume forms and portfolios

  24. Portfolios forTeaching and Learning • Educational focus • Guide students in creating and submitting portfolio-worthy evidence • Evidence is linked to and evaluated according to standards, outcomes, objectives • Examples include: • General education portfolios • Disciplinary portfolios • Co-Curricular Transcripts

  25. Example Portfolio: Kapi’olaniCommunity College Participating Group: General Education Goals: Assess student learning according to general education standards Promote participation in college programs Support educational processes Teaching and LearningePortfolio

  26. General Education Matrix Institutions construct matrices to structure student learning in relation to learning outcomes.

  27. General Education Matrix Cell Students associate uploaded files and reflection with eachmatrix cell before submitting it for evaluation.

  28. General Education Evaluation Faculty use the Evaluations tool to access and evaluate student work in matrix cells.

  29. General Education Portfolio Students may alsoshare the contentsof their matrix withothers via a portfolio

  30. General Education Portfolio Components • Five forms: • A General Education Evidence form to document student work • A Reflection form for students to reflect upon their evidence • A Feedback form for instructors to offer formative feedback • An Evaluation form to provide a summative evaluation • A Contract Information form to identify student portfolios • A matrix consisting of: • Six rows of General Education learning outcomes • Three columns of progressive steps for meeting each outcome • Eighteen cells with standards, instructions and the four forms • A matrix portfolio for a personalized display of a selected matrix column • Report templates to capture information in the matrix

  31. Portfolios forAssessment and Accreditation • Focus on acquisition of assessment data for purposes of accreditation • Usually combined with portfolios for teaching and learning • Reports aggregate and analyze assessment data and identify representative artifacts of learning • Examples include portfolios for: • Assessing institutional outcomes • Assessing disciplinary outcomes • Combination of the above

  32. Participating Groups: Rhode Island Network for Technology Rhode Island Department of Education 15 High School Districts 25 High Schools Goals: Develop and share portfolio-worthy assignments Assess student learning according to state standards and district expectations All teachers and students participate in the ePortfolio All 2008 graduates will submit a Graduation Portfolio Provide reports of student learning to state and accrediting organizations Rhode Island Electronic Portfolio System (RIEPS)

  33. RIEPSPortfolio-Worthy Assignments Teachers may create their own assignments or import them from libraries of assignments validated at the state level.

  34. RIEPS Assignments are Linked toState Standards and District Expectations Teachers link portfolioassignments to sharedgoals and rate studentwork according to goals

  35. RIEPS Goals and AssignmentsGuide Learning and Assessment • Students apply their understanding of standards to the learning process • Teachers rate student performance in relation to standards • Schools gauge success according to student evidence of learning in relation to standards

  36. RIEPS Reports Gather Evidence of Learning • Students assess quality and completeness of their evidence • Students use assessment to populate Graduation Portfolio • Teachers assess student learning and effectiveness of portfolio assignments • Schools assess student learning and teacher performance • RIDE assesses school and district performance

  37. RIEPS Graduation PortfoliosCustomized for Each High School Each high school provides a portfolio template for students to use in re-purposing portfolio assignments to meet graduation requirements

  38. RIEPS Components • Teachers • Create portfolio-worthy assignments for each section of each course • Associate assignments with state standards and district expectations • Use reports to assess student work in their courses • Students • Submit assignments for teachers to rate according to associated standards and expectations • Use reports to assess their work in preparation for graduation • Re-purpose assignments according to district expectations using the Graduation Portfolio template for their school • Administrators • Use reports to aggregate assessment results for reporting to the state and to accrediting agencies

  39. OSP Tool Suite Janice A. Smith, Ph.D. rSmart

  40. OSP History • January 2003 - U of Minnesota ePortfolio goes open source • April 2003 - First OSP community meeting at CSU Monterey Bay • June 2003 – Open Source Portfolio Initiative (OSPI) is formed • Summer 2003 –U of Delaware, rSmart, and U of Minnesota release OSP 1.0 • December 2003 –Indiana U and rSmart receive $1 million from the Mellon Foundation for OSP development • December 2003 – The Sakai Project is formed • July 2004 – OSP 1.5 is released • June 2005 – OSP 2.0 is released based on Sakai 1.5 • Since then OSPI officially joined with Sakai and OSP releases are now coordinated with Sakai releases • Summer 2007 – Sakai/OSP 2.4 is released • Summer 2008 – Sakai/OSP 2.5 is released

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