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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

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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
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
eportfolio structures

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

eportfolio goals
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

showcase credential eportfolios
Showcase & Credential ePortfolios

Florida State

Minnesota–eFolio,120,000 statewide

Career Wales -- 150,000+ Users

U of Nebraska, Faculty Course Portfolio

assessment focused eportfolios
Assessment-Focused ePortfolios

Alverno College

Bowling Green State University

Oral Roberts University

Rose-Hulman Institute of Technology

learning eportfolios
Learning ePortfolios

Clemson University

Johns Hopkins University

San Francisco State University

slide12

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.
three rivers cc making reflection social from the beginning
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

connecting @ laguardia
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.

slide20

Student

Academic

Curriculum

Across

Semesters

Student Centered, Life-Long Learning:

An Integrative Approach

External

Audiences

Faculty

Across

Disciplines

Lived

Curriculum

Student

goals for students

Build student engagement: more reflective, self-motivated learners

  • Link classroom & lived experience
  • eResume for career & transfer
  • Build technology & web-authoring skills
Goals for Students
goals for faculty

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
the evolution of student eportfolios
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.

eportfolio @ laguardia college wide project

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
documented benefits for students
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
using the eportfolio
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
eportfolios on your campus 15 minutes
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?
small group sharing 25 minutes
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.
common questions topics themes group generated at tables
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?
common themes questions cont d
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?
what makes a successful eportfolio project

What Makes a Successful ePortfolio Project?

Visualizing Our Hypothesis And Our Model

Emerging Data from the National C2L Project

slide39

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

slide40

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

characteristics of successful eportfolio projects
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
an emerging community of practice
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)
more about laguardia the connect to learning national research project
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.

thank you
Thank You!

Bret Eynon, beynon@lagcc.cuny.edu

J. Elizabeth Clark, lclark@lagcc.cuny.edu