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
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
Susan Kahn, IUPUI
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.
“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.”
Janice A. Smith, Ph.D.
-- A collection of web pages individuals use to represent themselves to a selected audience
–- 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
Institutions guide learners in capturing resume data via forms and uploaded files.
Institutions customize forms to structure user data for use in resume portfolios.
The chronological resume can be shared via the web and/or printed out.
matrices to structure
student learning in
relation to learning
Students associate uploaded files and reflection with eachmatrix cell before submitting it for evaluation.
Faculty use the Evaluations tool to access and evaluate student work in matrix cells.
Students may alsoshare the contentsof their matrix withothers via a portfolio
Rhode Island Network for Technology
Rhode Island Department of Education
15 High School Districts
25 High Schools
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 organizationsRhode Island Electronic Portfolio System (RIEPS)
Teachers may create their own assignments or import them from libraries of assignments validated at the state level.
Teachers link portfolioassignments to sharedgoals and rate studentwork according to goals
Each high school provides a portfolio template for students to use in re-purposing portfolio assignments to meet graduation requirements
Janice A. Smith, Ph.D.
Lynn Ward, IUPUI
Susan Blackwell, Program Director, IUPUI
3.0 GPA in the major and overall
Successful completion of PRAXIS I and PRAXIS II required for licensing
Expandable categories that can be re-titled by the user
Rich text editors in forms allow insertion of images, re-titling of captions and uploaded file attachments.
The Student Portfolio uses many of the same forms asthe Professional Portfolio (only fewer).
Students and faculty alike may experiment withincluding all kinds of uploaded files in the rich texteditors in each form, including Flash, Fireworks, andaudio files.
Five different layoutscan be used with eachstyle. Users supply theirown banners.
Eight different styles canbe used with each layout.
The portfolios tool can show thumbnails for each layout. A stylecan be selected for the entire portfolio or for each page.
values, aspirations and moral commitments
Step 1: Surface Embodied Knowledge: use interview
and dialogue methods to help students identify and value
the knowledge and skills gained from informal learning
and lived experience
Post:YEAH I AM a social change agent! Now, I say, “This is a problem!”“ This isn’t right!” …I ask, “What can I do?” “Where can I go?” “Who else is working on this?”
I see my power now…my ability to fight for and implement an IT system in the agency I worked for…to inspire and train people to use it….it is now saving the State of Michigan $ millions….Integrative Portfolio-Based learningBuilds Identities and Capacities for Social Innovation
Based on Research
Attend other OSP sessions at this conference
Community mailing list
osportfolio.org (general information and community library of examples)
OSP space on Confluence (the Sakai wiki)
Weekly community calls
Test drive the application on an OSP QA server