Electronic Portfolio Development Using Blackboard

1. Electronic Portfolio DevelopmentUsing Blackboard Douglas Harvey, Ed. D, Associate Professor of Instructional Technology Amy J. Hadley, Ed. D., CCC-SLP Assistant Professor SPAD

2. E-Portfolio • Digitized collection of artifacts including demonstrations, resources, and accomplishments that represent an individual, group, or institution. • The collection can include: • Text /Document • Graphics • Multimedia elements • Can be archived via: • Wed • CD • DVD • Other Electronic Means • Source: Lorenzo & Ittelson (2005)

3. Sample Uses of Portfolios in Education • Institutional Portfolios • Teaching Portfolios • Student Portfolios

4. Institutional Portfolios • Can be used at level of: Program, School, College • Can be used to facilitate: • Program self-studies • Accreditation process • Promoting programs • Sharing best practices

5. Institutional E-Portfolio Example:Spelman College, Atlanta “Through use of the electronic portfolio, the college is attempting to increase student engagement in the learning process— a critical factor in promoting achievement and persistence to graduation”. Burnett & Williams (2009)

6. Institutional E-Portfolio Example:Spelman College, Atlanta • Used in first year experience courses. • Includes: • Reflections on the required community service experience, • Report on information literacy exercises, • Reflections on the first year of college, • Writing portfolio. • Assessment is longitudinal. • Based on college mission statement & outcomes of general educational program.

7. Spelman College First Year Writing Portfolio • http://www.spelman.edu/wcenter/cwp/FIRST_YR_PORTFOLIO.html

8. Teaching Portfolios: Support sharing of teaching philosophies & practices. • Key Functions of a Teaching Portfolio • collect evidence of your teaching ability • a context for your teaching • summary data on your teaching in a simple, readable format • focus on quality, not quantity • organized and its various sections relate to each other • an ever–changing, living document • allows for self-reflection • provides an opportunity to be unique, and showcase your personal style of teaching • the process of creating one is generally much more important and meaningful than the end product • Source: Ohio State University

9. Ohio State Teaching Portfolio • http://ucat.osu.edu/teaching_portfolio/teaching_port.html

10. Student Portfolios • Can support advising • Career preparation • Credential documentation

11. Traditional Types of Student Portfolios • Prior Learning: Usually assessed by faculty experts in the area for the purpose of assigning college credit for prior experiential learning (e.g. as would be used at Thomas Edison State College). • Comprehensive Record: Usually includes grade reports, narrative assessments from faculty, degree program plans. Documentation is usually not for generated by the student. • Credential: Used for employment. Documents skills competency. • Source: Whitaker, U. (1989). Assessing Learning: Standards, principles, and procedures. Philadelphia: Council for Adult and Exceptional Learning.

12. Types of Student Portfolios • Developmental: Shows student progress and the acquisition of knowledge as a process. May show improvement in skills across time.(e.g. examples of essays or speeches across a semester) • Capstone: A collection of a student’s best work over time. • Learning Contract: Contains elements of the prior learning & developmental portfolios but is used as a toll in demonstrating acquisition of new learning. For example, the learning contract may contain anticipated learning outcomes, how learning is to be documented, the outcome measures, and methods of evaluation. The portfolio may be continually assessed.

13. E-Portfolios • Source: Greenberg, G. (2004). The digital convergence: Extending the portfolio model. Educase Review. • Work can be organized at different times relative to when it was created. • People do not have to be in the same physical space to view the portfolio. • Digital materials can be reorganized and presented in different ways for different purposes. • Should provide the author with administrative privileges for organizing work and deciding who can view it.

14. E-Portfolios • Within a course instructors manage assignments & materials within the framework of the course (e.g. on a Blackboard course site for a specific course). • E-Portfolios should be controlled by the author. • Content should be managed from a variety of courses throughout the academic career. • Allow for communication about the contents with teachers, mentors, peers, and author.

15. Types of E-Portfolios • Showcase E-Portfolio: Organization occurs after the work has been created. Some may use templates. • Structured E-Portfolio: A predefined organization exists for work that is yet to be created. Often used for demonstration of fulfilling certain requirements such as for certification • Learning E-Portfolio: Organization of the work evolves as the work is created. Dynamic process. May reflect authors’ changing interests, requirements, and understanding.

16. Samples of Online Portfolios • University of British Columbia • http://www.cust.educ.ubc.ca/wstudents/TSED/Students03/McIntyre/Portfolio/index.html • McDaniel College in Maryland • http://www2.mcdaniel.edu/its/templates.htm

17. Functions of Portfolios • Display range of student work over time • Provide important information about individual student progress • Allow participation of student in self-assessment of work and progress • Create a basis for evaluation of student performance and achievement • Source: Dr. Barbara Cozza, University of Scranton http://academic.uofs.edu/faculty/cozzab2/portfolio.html

18. Reasons to Use E-Portfolios • More active involvement of the student in the selection and design process • Unique way to display talents and abilities • Strong sense of personal responsibility and ownership • Fuller picture of student achievement • Can show examples of performance assessment • Condenses collection of data and artifacts and reduces quantity of paper handled and stored

19. Reasons to Use E-Portfolios • Requires reflection • Integrates technology into the instruction process • Can heighten interest in learning • Enables performances to be viewed more than once in context • Wider audience and support system for student work

20. Process for Constructing Electronic Portfolios (Barrett, 1998): • Decide on portfolio goals based on learner outcome goals • Decide on the assessment context • Decide on the audience for the portfolio • Determine the portfolio content • Determine the most appropriate software tools • Determine the most appropriate storage and presentation medium • Gather multimedia materials to include in the portfolio which represent the learner’s achievement

21. Process (continued) • Record student self-reflection on the work selected and achievement of goals • Record teacher feedback on the work and achievement of goals • Organize with hypermedia links between goals, student work samples, rubrics, and assessment • Present portfolio to appropriate audience • Evaluate effectiveness of portfolio in relation to the purpose and assessment context

22. Authentic Assessment & E-Portfolios • Emphasis of process over product • Group work • Different learning styles • Allow student to demonstrate how learning occurred • Allows for multi-media documentation • Flexible timeline • Materials may be submitted over the span of a course or program

23. Sample E-Portfolio Rubric

24. Sample Rubric ( Dr. Cozza’s webpage)

25. Create Your Own Rubric http://rubistar.4teachers.org/index.php

26. Use of Blackboard Portfolio in SPAD Program • Authentic Assessment • For Student Self-Assessment • Continuous Improvement & Personal Reflection • Graduate School Application/Acceptance • Career Planning • To Document Learning Outcomes for Coursework • To Document Professional Association Standards • (KASA in Speech Pathology & Audiology Program) • For Program Assessment

27. KASA Standards • Knowledge & Skills Acquisition Summary • American Speech-Language Hearing Association • KASA Summary Form

28. Course Standards Course Objectives Describe treatment principles in speech-language pathology Describe ethical practice in speech-language pathology Describe multicultural issues in treatment Demonstrates procedures for collecting data in treatment Describe evidence-based practice in speech-language pathology Describe behavioral principles used in treatment Identify treatment targets Be able to write behavioral objectives as part of a treatment plan Be able to report client progress based on treatment data Describe methods and materials suitable for pediatric and adult speech and language disorders Identify principles related to client and family counseling

32. Setting Up a Portfolio on Blackboard CE 6 • The instructor requests that portfolios be set up by the Director of Computer Services. • A list of students and “stk” or “login” ID’s are needed. • Portfolios will remain available for the student while he/she is enrolled at Stockton • Students enrolled in SPAD 2125 for Fall 2008 continue to work on the files during the Spring 2009 semester • Portfolios can be saved externally by students (e.g. for copy to a CD)

38. Once the portfolio is constructed: • Students can invite guests to view their portfolios. • Ask the students to add the instructor as a guest who can view (but not “design”) their portfolios. • Students can add both Stockton users and outside guests to view their portfolios. • Remind students to add to portfolios and DELETE old information. • A portfolio should be a sample on one’s exemplary work. • Suggestion: Set aside one day per semester for portfolio construction/maintenance. • Identify students who can mentor other students on portfolio construction.

39. Thank you!