1 / 21

Eportfolios: Zero to Sixty Assumptions, Actions, Expectations The Faculty Perspective

Eportfolios: Zero to Sixty Assumptions, Actions, Expectations The Faculty Perspective. SAKAI/OSP Conference Vancouver, Canada June 2, 2006. Assumption #1: Eportfolios have various stakeholders, students, faculty, program directors, campus-wide initiatives, administrators, others.

yered
Download Presentation

Eportfolios: Zero to Sixty Assumptions, Actions, Expectations The Faculty Perspective

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: Zero to SixtyAssumptions, Actions, ExpectationsThe Faculty Perspective SAKAI/OSP Conference Vancouver, Canada June 2, 2006

  2. Assumption #1:Eportfolios have various stakeholders, students, faculty, program directors, campus-wide initiatives, administrators, others. http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

  3. Assumption #2:An eportfolio is a collection of multimedia-rich, linked documents that students, faculty, programs, and/or administrators compose, maintain, synthesize, and develop over time. http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

  4. Assumption #3:Eportfolios make possible an integration of multiple venues for learning, including class, course, program, and extracurricular input. http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

  5. Assumption #4:Eportfolios encourage users to make connections in their interdisciplinary learning. http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

  6. Assumption #5:Eportfolios help developers make sense of higher education through reflective practices that encourage users to connect their learning experiences. http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

  7. Assumption #6:Eportfolio development and sharing needs to be based on developer choice. http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

  8. Action Steps: Identify other constituent groups at your institution that might want to use eportfolios, and identify a dean to facilitate this through developing an inquiry group or taskforce and writing the outcomes of the group into various grants. http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

  9. Action Steps: Collaborate with as many constituents as you can possibly muster to develop "matrix thinking" rubrics for eportfolios http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

  10. Action Steps Discuss with others and emphasize the integration of eportfolios in cross-curricular development practice. http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

  11. And then? Share your work broadly, especially with administrators. http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

  12. Read What is an eportfolio? V3 EDUCAUSE Portfolios to Webfolios and Beyond: Levels of Maturation By Douglas Love, Gerry McKean, and Paul Gathercoal <http://www.educause.edu/pub/eq/eqm04/eqm0423.asp?print=yes> http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

  13. From Love, McKean and Gathercoals:Move to Level 5 “We considered eight physical and theoretical qualities inherent in portfolio/webfolio processes and applications to determine five levels of maturation.” Level 1—Scrapbook Level 2—Curriculum Vitae Level 3—Curriculum Collaboration Between Student and Faculty Level 4—Mentoring Leading to Mastery Level 5—Authentic Evidence as the Authoritative Evidence for Assessment, Evaluation, and Reporting” http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

  14. Our Tech SupportExpectations Before programmatic assessment through eportfolios, faculty should be well-informed and using the software willingly with few glitches. Templates or grids for collection and display of various versions of eportfolios. http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

  15. More of Our Tech Support Expectations Online manuals for students and for faculty, with multiple learning styles embedded. Examples of eportfolios that inform administrators, accreditors, Politicians, Board of Regents or the public. http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

  16. Our Administrative Expectations Funding, of course, for professional development. Praise for faculty who use eportfolios and document their use in reviews, requests for merit raises, or other forms of remuneration A budget that plans for long-term support http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

  17. First or LastBut Not Least Document use of eportfolio use for administrative reporting. Support campus events that help eportfolio knowledge and use Show long-term budgetary commitment to hardware and software use. http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

  18. And by the way: Be creative about the flexibility of the matrix tool. Allow for individuals, courses, programs, disciplines, extracurricular groups to enjoy the challenge of designing their matrix. http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

  19. References • Barr, R. B. and J. Tagg (1995). "A New Paradigm for Undergraduate Education." Change27(6): 13-25. • Barrett, H. (2005). "Researching Electronic PortFolios: Learning Engagement, Collaboration Through Technology." The REFLECT Initiative: White Paper: 1-24. [Retrieved November 26, 2005 from: http://www.taskstream.com/reflect/whitepaper.pdf] • Burns-Glover, A. (2001). "Culture, the Classrrom, and Electronic Contacts: Talk Story and Email Communications." The Journal for Education, Community, and Values 1(1). • Heath, M. (2003). "Telling It Like It Is: Electronic Portfolios for Authentic Professional Development." Library Media Connection: 38-40. • Kerr, S. T. (2005). "Why we all want it to work: towards a culturally based model for technology and educational change." British Journal of Educational Technology36(6): 1005-1016. • Love, D., G. McKean, et al. (2004). "Portfolios to Webfolios and Beyond: Levels of Maturation." Educause Quarterly27(2): 24-37. http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

  20. References: Page 2 • O'Banion, T. (1997). Creating More Learning-Centered Community Colleges, Oryx Press, ACE and AACC. • Rogers, G. and T. Chow (2000). "Electronic Portfolios and the Assessment of Student Learning." Assessment Update12(1): 4-6. • Rose, M. (2004). The mind at work : valuing the intelligence of the American worker. New York, Viking. • Seldin, P. (2004). The teaching portfolio : a practical guide to improved performance and promotion/tenure decisions. Bolton, Mass., Anker Pub. Co. • Zubizaretta, J. (2004). Learning Portfolio: Reflective Practice for Improving Student Learning. Bolton, Ankar. http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

  21. http://eportfolio.kcc.hawaii.edu Judi Kirkpatrick kirkpatr@hawaii.edu

More Related