Using ePortfolios for Evidence-Based Research. Kristin Norris, Instructional Technology Specialist Kathy Steinberg, Assessment Specialist IUPUI Center for Service & Learning. Goals of the session. Provide a general overview of ePortfolios (types, purposes, differences)
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Using ePortfolios for Evidence-Based Research
Kristin Norris, Instructional Technology Specialist
Kathy Steinberg, Assessment Specialist
IUPUI Center for Service & Learning
Overview of ePortfolios
Harness the power of the pedagogy
Barrett, Eifel, July 2011(www.slideshare.net/eportfolios)
“Stories help us organize our experience and define our sense of ourselves”
(Roger Schank, Tell Me a Story)
Paris & Ayers (1994)
the “overarching purpose of ePortfolios is to create a sense of personal ownership over one’s accomplishments, because ownership engenders feelings of pride, responsibility, and dedication.”
“Success in the knowledge economy comes to those who know themselves – their strengths, their values, and how best they perform” –Peter Drucker(2005, Harvard Business Review)
ePortfolios for Research
Individual or group of learners
Understand learner through performance of a specific learning task/standard
Provide feedback to students
Diagnostic tool for instruction
Research, especially fundamental or basic research, differs from evaluation in that its primary purpose is to generate or test theory and contribute to knowledge for the sake of knowledge. Such knowledge, and the theories that undergird knowledge, may subsequently inform action and evaluation, but action is not the primary purpose of fundamental research. (Patton, 2002, pp. 10-11)
Civic development of students in a Service Learning Assistant program
Development of civic learning in freshmen taking service learning classes versus non-service learning classes
Why Civic Learning ePortfolios?
How are we approaching this at IUPUI?